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I Language Notes. 1 



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FIFTH GRADE. 



LANGUAGE NOTES 



FOR 



FIFTH GRADE 



BY 



ROBERT J. McLaughlin, a. m. 

John Welsh School, Philadelphia. 



PHILADELPHIA : 

Walther Printing House, Third Street and Girard Avenue, 
1904. 






LIBRARY of CONGRESS 
Two Gopies Received 

APR 25 1904 
Copyrleht Entry 

CLASS Oc )6<c. No. 

? ! -S' M- M- 

COPY B 




Copyright, 1904, by Rob't J. McLaughlin. 



PART I. -TECHNICAL GRAMMAR. 

Definition 1. A noun is a name of a person, a place or a 
thing; as, James, Philadelphia, book. 

Exercise 1. Name five nouns that name places. 
Name five nouns that name boys. 

Name five nouns, beginning with "b," that name things. 
Name five nouns that name things to write with. 

Note. — When the noun names some one place or person, 
we write it with a capital ; as, Delaware River, John. 

Definition 2. A pronoun is a word used instead of a noun; 
as, I, my, me, we, him, they, us, etc. 

Note.—li we say John lost John's pencil, it sounds 
strange; but if we use the .pronoun "his" in place of the noun 
"John's," the sentence will sound much better. 

Exercise 2. Use a pronoun for each of the heavy-type nouns 
in the following sentences: — 

Mary said Mary's mother was out. 

James's brother gave James a new toy. 

"Jane would like some peaches," said Jane. 

The boys wrote the boys' lesson and the teacher then ex- 
cused the boys. 
Definition 3. If the noun speaks of one thing, we say the 
noun is in the singular number. If the noun means 
more than one, we say it is in the plural number. 

Thus:— "The apple is red." Here "apple" means only 
one, so the noun apple is in the singular number. ' * The 
apples are red. ' ' Here we speak of more than one apple, 
so the noun "apples" is in the plural number. 
Exercise 3. Change the following sentences, making each of 
the heavy-type nouns plural instead of singular. 

The lady has the book. 

The boy has much fun. 

The tree has leaves. 

The child lost the hat. 

The ox pulled the load. 
Exercise 4. Change the following sentences by making the 
heavy-type noun singular instead of plural : — 

The shoes are new. 

He has decayed teeth. 



The music pleased the men. 
The bay received the rivers. 
The paper had the advertisements in it. 

Exercise 5. "Write a sentence using the noun "goose," in the 
plural. 
Write a sentence using the noun "lady" in the plural. 
Write a sentence using the noun "penny" in the plural. 
Write a sentence using the noun "valley" in the plural. 
Write a sentence using the noun ' ' tickets ' ' in the singular. 
Write a sentence using the noun ' ' heroes ' ' in the singular. 

Definition 4. A verb is a word denoting action or being; 
as, runs, has played, can jump, is, was, etc. 

Exercise 6. Write five verbs telling what actions a boy does. 

Write five verbs telling what actions a bird does. 
Write five verbs telling what actions a fire does. 
Write five verbs telling what actions a rose does. 
Write five verbs beginning with " d. " 

Exercise 7. 

Note. — We can use a dozen forms of any verb. Thus, 
with the verb "buy," we can say "will buy," "bought," "is 
buying," "was buying," "can be bought," "had been 
bought," "buys," "did buy," etc. 

Write in sentences five forms of the verb "go." 
Write in sentences five forms of the verb "play." 
Write in sentences five forms of the verb "throw." 
Write in sentences five forms of the verb "be." ("Am," 
"is," "are," "was," "were," "had been," "could 
be," "should have been," etc., are all forms of the verb 
"be.") 

Exercise 8. Name the verb in each of the following sen- 
tences: — 

The apple is not here. ("Not" is not a part of the verb. 
"Here" is not a part of the verb.) 

The rose is red. ("Red" is not a part of the verb.) 

The fiowers were blooming nicely. (This verb has two 
parts.) 

The men might have been killed by the horse. (This verb 
has four parts.) 

There are six roses on the bush. 



We have not bought any candy. (This verb has two 

parts.) 
The men must do their work. (This verb has two parts.) 

Definition 5. An adjective is a word that tells the kind. 

Note.— An apple could be red, green, yellow, hard, 
soft, sweet, sour, old, fresh, etc. All these heavy-type words 
are adjectives because they tell the kind of apple. 

Exercise 9. Complete the following sentences by supplying 
an adjective for each space:— 

The man called here, to-day. 

The flower grew well. 

The river flowed south. 

The lion attacked the traveller. 

He saw a rose. 

She spoke to the girl. 

Exercise 10. Write five adjectives that could describe a hat. 
Write five adjectives that could describe a tree. 
Write five adjectives that could describe a boy. 
Write five adjectives that start with "c. " 

Definition 6. An adverb is a word that tells how, or when, 
or where something is done. 

iVoie.— "Bring the book here quietly, now." The word 
"here" tells where to bring it, the word "quietly" tells how 
to bring it, and the word "now" tells when to bring it. 

Exercise 11. Write ten sentences using in each, one of these 
adverbs that tell how: — quickly, slowly, carelessly, fool- 
ishly, suddenly, merrily, dangerously, noisily, neatly, 
. angrily. 

Write ten sentences using in each, one of these adverbs 
that tell when:— now, then, to-day, yesterday, never, 
always, soon, lately, immediately, seldom. 

Write ten sentences using in each, one of these adverbs 
that tell where: — here, there, nowhere, anywhere, up- 
stairs, below, everywhere, away, down, far. 

Exercise 12. Write five sentences using in each, an adverb 
to tell how a boy writes. (iVofe.— An adverb can be 
only one word.) 
Write five sentences using in each, an adverb to tell how 
the wind blows. 



Write five sentences using in each, an adverb telling 
where birds fly. (Note.— Remember an adverb is only- 
one word.) 

Write five sentences using in each, an adverb to tell how 
the soldiers fight. 

Write five sentences using in each, an adverb telling when 
the train goes. 

Definition 7. (a) A sentence is a number of words making 
sense together. 

(b) A declarative sentence declares or states a fact. 

(c) An interrogative sentence asks a question, and ends 
with an interrogation mark. 

Exercise 13. Tell why each of the following sentences is the 
kind stated in the parenthesis: — 

The boys go to the old school. (This is a declarative sen- 
tence.) 

Do the boys go to the old school? (This is an interroga- 
tive sentence.) 

He has no money. (This is a declarative sentence.) 

There are many boys in the class. (This is a declarative 
sentence.) 

Can he not wa'ite the lesson? (This is an interrogative 
sentence.) 

You must not speak now. (This is a declarative sentence.) 
Definition 8. (a) The two great parts of a sentence are 
the subject and the predicate. 

(b) The subject or subject noun of the sentence is the 

noun (or pronoun) telling who or what is acting or 
spoken about. 

(c) The predicate or predicate verb of the sentence is 
the verb which tells what the subject does or is. 

Definition 9. (a) A modifier is a word that adds to the 
meaning of a word. 

(b) A noun can be modified by an adjective. 

A noun can be modified by an article. (The only ar- 
ticles in the language are '*a," "an," "the.") 

(c) The subject-noun and its modifiers together make the 

complete subject of a sentence. 

(d) A verb can be modified by an adverb. 

The predicate-verb and its modifiers together make 
the complete predicate of a sentence. 



(e) An adjective always modifies a noun or pronoun. 
An article always modifies a noun. 
An adverb generally modifies a verb. 

Exercise 14. Fill the blanks in each of the following:— 



COMPLETE SUBJECT j 


COMPLETE PREDICATE 


Article 


Adjective 


Subject Noun 


Predicate Verb 


Adverb 








jumps 










can run 

swims 
















■ 


flies 










had growled 












merrily 










softly 










crossly 




ripe 










savage 










round 










picture 
lamp 
sun 


























elephant 










teacher 








1 





Note.— In each of these sentences name the subject noun, 
its modifiers, and the complete subject. Do the same with the 
predicate. 

Definition 10. (a) A preposition is a word which must 
have a noun or pronoun after it to make sense. The 
most common prepositions are "at," "after," "by," 
"down," "for," "from," "in," "of," "on," "over," 
"through," "to." 

(b) A preposition, the noun or pronoun following, and 
the modifiers of that noun or pronoun make a phrase, 
A phrase starts with a preposition and ends with a noun 
or pronoun. 



Thus : — The sound of the big drum was heard. The 
noun "drum" xjiust go with the preposition "of" to 
make sense. The words in heavy type are a phrase. 
Notice that "drum" cannot be the subject of the verb 
"was heard," because "drum" is in a phrase. The 
subject of "was heard" is the noun "sound." 
Examples of phrases modifying the subject-noun:— 
The odor of the little rose perfumed the room. 
The gay feathers of the bird were beautiful. 
The writing in the book was careless, 
(a) Examples of phrases modifying the predicate- verb. 
He ran quickly to his place. 
The boy brought the book to his teacher. 
The girl walked slowly through the lane. 
Exercise 15. Name the subject-noun and tell the complete 
subject in the following sentences : — 

Note. — The double line separates the complete subject 
from the complete predicate. 



The color of the dresd 

The lamp in tiie room 

The writing of the boy 

A flower with a strange color 

The book on the shelf 

A man from the country 

The house at the corner of the 

widest street in town 
The paper of the smallest girl 

in the class. 



was blue. 

burned brightly. 

was bad. 

was seen in the garden. 

is mine. 

was hired yesterday. 

was sold last week. 



was praised by the teacher. 
Questions :— Why is "dress" not the subject in sen- 
tence one? 

Why is "room" not the subject in sentence two? 
Definition 11. (a) The possessive case shows ownership 
of something. A noun in the possessive case requires 
an apostrophe ; as, " The boy's new hat was lost. ' ' Here 
the noun ' ' boy 's " is in the possessive case, as it owns or 
possesses the hat. 

(b) The singular number of the possessive case is made 
by adding 's. 

Thus: -"girl," "girl's," "lady," "lady's," "James," 
"James's." 

(c) The possessive plural is made in two ways. 

If the plural of the noim ends in s, then add only the 
apostrophe. 



If the plural does not end in s, then add 's. 





Singular 


Plural 


Possessive Plural 


Thus: 


—box 


boxes 


boxes' 




man 


men 


men's 




child 


children 


children's 




tooth 


teeth 


teeth's 




lady 


ladies 


ladies' 




bird 


birds 


birds' 




book 


books 


books' 



Write a sentence using each of these seven nouns in the 
possessive plural. 

The three lids were broken. 

The five houses were new. 

Note. — A pronoun in the possessive case requires no 
apostrophe. Thus, "We heard its call," "That book is 
theirs," "It is hers." 

Note. — The possessive noun or pronoun is a modifier of 
the noun -that comes after it. 

Definition 12. A sentence is in prose order when the com- 
plete subject goes before the complete predicate. This 
is the way we talk, generally. 

Exercise 16. Turn the following sentences into prose order 
and draw a double line to separate the complete subject 
from the complete predicate: — 

On the window stood a flower. (iVoie.— Start with the 
article "a.") 

In the room sat an old man. {Note. — Start with the ar- 
ticle "an.") 

By rowing hard, John had become tired. (iVoife.— Start 
with the subject.) 

Merrily all the morning, the children played. {Note. — 
Start with the article.) 

Exercise 17. Give the modifiers of the nouns in the follow- 
ing, telling the kind of modifier. 

Predicate 

Verb 

sang 

has caught 

will have 

had gathered 

brightened 

frightened 



Article 


Adjective 


Possessive 

Noun 


Adjective 


Adjective 


Subject 
Noun 


A 


little 




merry- 




boy 


The 




boy's 


little 


old 


cat 


The 


kind 




pleasant 




boys 


A 




man's 


little 




dog 


A 


sweet 




fresh 


yellow 


rose 


A 




dog's 


sharp 


fierce 


bark 


The 


little 








flower 



Article 


Adjective 


a 


little 


a 


fat 




good 


the 




the 




a 


little 




sweet. 



Noun 

song, 
mouse, 
friends, 
pennies. 

room. 

girl. 



10 



Exercise 18. Give the modifiers of the subject and predicate 
in the following, telling the kind of modifier. 



Article 


Adjective 


Possessive 
Noun 


Subject 
Noun 


The 


better 




boys 


The 


old 




man 


The 


sour 




taste 


The 




boy's 


answer 


A 




child's 


top 



Phrase 

in our class 

with the cane 

of the apple 

in arithmetic 

of heavv wood 



Predicate 

' Verb 

study 

had stood 

pleased 

was 

was found 



Adverb 

well. 

long 

greatly. 

correct. 

there 



Phrase 



at the door. 



by a friend. 



Exercise 19. Name the simple subjects in the following sen- 
tences, and tell why the second noun is not the subject: 

The long stalk of the flower held it well. 

The old dress of the girl was neat and clean. 

The tools of the carpenter are very sharp. 

On the table lay a book. (Note. — Turn this sentence into 
prose order.) 

"With her mother the girl started home. 

Exercise 20. In the following name the simple predicate and 
give its modifiers, telling the kind: — (Note.^The sub- 
ject noun or pronoun is in heavy type.) 

For five cents you can buy three apples. 

Could you write better now? 

Are the answers of the boy here ? 

The light of the fire had made the room cheerful. 

By steady work, boys and girls can learn well. 

The horse from the country was scared at the train. 

On every Tuesday, the boys of the school sing. 

Exercise 21. Name the complete subject and the complete 
predicate in the following: — 

{Note. — Before you write your answer, always write the 
sentence over for yourself, turned around into prose order, 
and draw the double line to separate the complete subject 
from the complete predicate. Then it will be easy to give the 
answer.) 

Next spring, the old trees will get new leaves. 

The farmer || had butter and eggs for sale. 

"A rolling stone gathers no moss." 

' ' You 1 1 never miss the water till the well runs dry. ' ' 

"Great oaks from little acorns grow." 

"One swallow doesn't make a summer." ("Does" is the 

predicate verb.) 
"In autumn gold, the beeches stand." 
In the room, there were several excellent scholars. 



11 

On the table were piled John's books and pictures. 
No sound of life 1 1 was heard in the little cottage. 
Softly over the floor crept the sly, little mouse. 
From the depth of the forest came the sweet low notes of 
the bird's song. 

Exercise 22. In the last six sentences give the predicate 
verb and its modifiers, telling the kind. 

In each of the sentences give the simple subject, and give 
its modifiers, telling the kind. 

Note.— When you are asked for the use of a word, tell 
the part of speech and tell what it does in the sentence. 

Thus:— 1. Give the use of ''brown" in the sentence "He 
has an old brown coat." 

Answer :—" Brown" is an adjective, used to modify the 
noun "coat." 

2. Give the use of "has bought" in the sentence "John 
has bought a new book." 

Answer:— "Has bought" is a verb, used as the predicate 
verb of the sentence, telling Avhat the subject, the noun 
"John," did. 

Exercise 23. Put an adjective in each blank in the follow- 
ing:— 
The boy had lost his book. It was a very 

book and the loss made the boy feel very . 

He had money to buy another copy of the book. 

His mother said he was a boy to lose so a 

book. 

iVo^e.— Give the use of each adjective supplied. 

Exercise 24. Put an adverb in each blank in the following :— 
The flakes were falling . The ground became 

white, and the flakes kept on falling. The 

snow lay . After it had become deep enough, James 

took his sled . What fun he had, as the boys 

pulled him over the snow. 

i\^o^e.— Give the use of each adverb supplied. 

Exercise 25. Put a verb in each blank in the following:— 

Rivers as little, tiny streams. They by the 

melting snows on mountain sides. A number of these 
little streams and a larger stream. Look at 



12 

one of these rivers. Down into the valley the 

stream, always growing larger. At last, it a river. 

Soon on its banks we great cities. Ii so large 

that great vessels with heavy cargoes on it. 

Note. — Gi\e the subject of each verb supplied. 

(To make other exercises similar to these, take an easy 
paragraph from the Reader, and write it on the board with 
the verbs omitted, requiring pupils to rewrite it, supplying a 
verb for each blank. In another paragraph omit the adjec- 
tives, etc.) 

PART II. AIDS IN USING CORRECT ENGLISH. 

Rule 1. If the subject noun is singular, the predicate 
verb must be singular. If it is plural, the predicate verb must 
be plural. 

Exercise 1. Complete these sentences by supplying in each 
a plural verb: — 

The boys many song. 

The apples on the trees. 

The little dogs very lively. 

The old houses not good for much. 

The little birds wings. 

Rewrite these sentences making the verbs and their sub- 
jects singular. 

Exercise 2. Supply a singular verb for each of the follow- 
ing:— 

I music. 

He noisily. 

She • very sweetly. 

It with a bright flame. 

Rewrite these sentences making the verbs and their sub- 
jects plural. 

Exercise 3. Complete these sentences by supplying the 
proper verb: — 

you there yesterday ? 

he the lesson? (A form of "finish".) 

I wrong? 

There only one book here. 

There two books here. 



13 

There many books here. 

The color of the leaves green. 

The odor of the flowers sweet. 

The mother of the boys bread. 

The wagon of the children . (A form of 

"break.") 

We home. (A form of "go.") 

You mistaken in saying that. 

There many flags flying that day. 

There never a prettier sight. 

There a little bird at my window. 

There five boys up the street. 

A load of lumber . (A form of "buy.") 

Rule 2. Two subjects connected by "and" require a 
plural verb. 

Exercise 4. Complete these sentences by supplying the 
proper verb : — 



J 



Insert a form of 
be." 



You and he here in time. 

John and I ready. 

You and Mary careless. I 

We and the boys here. 

He and I friends. 

You and James h the wagon. (A form of break. ) 

You and she h it. (A form of "lose.") 

We and our friends h many pleasures. 

You and they h well. (A form of "do.") 

He and I h it. (A form of ' ' find. ' ' ) 

Exercise 5. Supply a singular pronoun as subject in the fol- 
lowing: — 

Does want to write ? 

Had a book ? 

What will do now? 

Am to do my lessons here? 

Could not have brought the answer ? 

Rewrite these sentences, making subjects and predicates 
plural. 

Rule 3. Two or more singular subjects connected by 
**or," "nor," require a singular verb. 



u 



Exercise 6. Complete the following:— 



Either she or her brother w 

Neither the man nor his sf>n w- 

Neither John nor I w - 

"speak.") 
Neither pine nor maple 



wrong. 

— here. 

— about it. 



(A form of 



. (A form of '"see.") 

Rule 4. A verb must be plural if any one of its subjects 
is plural. 

Exercise 7. Complete the following:— 

John or the boys w there. 



Either you or Mary w liore. 

Thev or their friends h 



it. (A form of "do.") 



Exercise 8. Write out in full the following contractions: — 
I'm not going. 1 

Isn't he your friend? 
"We aren't very sure about it. 
Weren't you there? 

'Tisn't true, at all. The apostro- 

It's no fun to do that. phe takes the 

There's no use in growling. ' place of the 

You're not angry, I hope. omitted letter. 

Don't you understand me? 
He doesn't know it at all. 
He hasn't been here for a long time. 
I've not seen him for a long time. 

Note. — In deciding Avhether to use "don't" or "doesn't," 
omit the ' ' not ' ' and try it. No one would say "He do like it, ' ' 
so we should not say "He don't (do not) like it." 

Rule 5. Where two pronouns, or a noun and a pronoun, 
are used, try the sentence with the first noun or pronoun left 
out. We can then tell whether the other oiie is correct or not. 

Illustration : ' ' Let him and I water the flowers. ' ' This 
sentence is Avrong, as we will see if we omit "him." Nobody 
would say "Let I water the flowers." They would say "Let 
me water the flowers." Therefore they should say, "Let him 
and me water the flowers." 



15 



Exercise 9. Prove that the pronouns in the sentences on the 
right side are correctly used: — 



Incorrect Sentences 
Him and me were there. 
John and me did it. 
I saw you and he. 
Between you and I, he is wrong. 
He spoke to you and I. 
Jo)in and us brought it. 
Let you and I buy it. 
Him and her came there. 
I looked at her brother and she. 
Her and I are friends. 
You and them quarrelled. 
May me and him go ? 
Bring him and I a piece. 
You and me did it well. 



Correct Sentences 
He and I were there. 
John and I did it. 
I saw you and him. 
Between you and me, he is wrong. 
He spoke to you and me. 
We and Jolin brought it. 
Let you and me buy it. 
He and she came there. 
I looked at lier brother and her. 
She and I are friends. 
You and tliey quarrelled. 
May he and I go? 
Bring him and me a piece. 
You and I did it well. 



Rule 6. After ''it is" or ''it was," iLse "I," "we." 
"he," "she" or "they," if a pronoun is needed; as, "It is I," 
"It was he," "It is she who spoke," "It was not we who 
did it." 

Rule 7. Do not use "them" in place of "those" to point 
out things. 

Do not say, "Give me them books." Say, "Give me those 
books." 

Do not say, "Them lessons are hard." Say, "Those les- 
sons are hard." 

Do not say, "I don't like them apples." Say, "I don't 
like those apples." 

Rule 8. Do not use an adjective to modify a verb. 

Exercise 10. Prove that the sentences on the right side are 
correct: — 



Incorrect Sentences 
Mary sings bad. 
John writes very slow. 
The boy laughed hearty. 
The bell rang quick. 



Correct Sentences 
Mary sings badly. 
John writes very slowly. 
The boy laughed heartily. 
The bell rang quickly. 



Note.— When the verb is connected with the five senses, 
do not put an adverb after it, but an adjective. The follow- 
ing are correct : — 

' ' The rose smells sweet, " " The apple tastes sour, " " The 
song sounds pleasant," "He feels bad or ill." 



16 

Exercise 11. After studying the meaning and use of the fol- 
lowing words, use each in an original sentence: — 

(a) The verb "like" is less strong than "love." We 

love our father or mother, we like sunshine, ap- 
ples, games, books, etc. 

(b) (1) The word "may" is used as part of a verb to give 

the idea of permission. The word "can" is used 
to give the idea of ability or power, showing that 
the act is possible. 
The following little story from a magazine will make the 
idea clear. 

John said to his mother, ' ' Can I eat another piece of pie ? ' ' 
"I suppose you can," said his mother. 
"Well, may I eat it?" said he. 

"You certainly may not," said she. So John got no pie. 
(2) Examples of correct use of "may" and "can." 
' ' ]\Iay I borrow John 's book ? " " Yes, you may. ' ' 
"William, you may raise the window, if you can." 
"I don't think you can do that. You may try it, if you 
wish." 

(c) "Got" means obtained by effort. Do not use it to 

mean "have." 
It is wrong to say, "He has got a kind mother." Say, 

"He has a kind mother." 
Never say, "I ain't got nothing." Say, "I haven't 

anything. ' ' 
Never say, ' ' What have you got there 1 ' ' Say, ' ' What 

have you there?" 
It is correct to say, "John got his book out to show 

it," "We can't get rid of it," "Before I had got 

half-way there, John passed me," etc. 

(d) "Mad" means insane, crazy. It does not mean 

' ' angry. ' ' 
Do not say, "Wliat are you mad at?" Say, "Why 

are you angry?" 
We can say, "The dog became mad and had to be 

killed." 
Never say, "Are you mad at me?" Say, "Are you 

angry with me?" 

(e) "Good" is an adjective, "well" is an adverb. 
Never say, ' ' He did good in his lessons. ' ' Say, ' * He 

did well." 



17 

Never say, "Don't she sing good?" Say, "Doesn't 
she sing well?" 

(f) "There" and its opposite "here" are adverbs. Be 

careful not to use "there," the adverb of place, for 
' ' their ' ' the possessive pronoun. ' ' Their ' ' is always 
followed by the noun owned. "There" tells where. 
Say, "Put it there."— "It is their mone3^" 

(g) "Too" is an adverb meaning more than enough. It 

means "also," sometimes. 
"To" is a preposition. 
Say, "He has written to his friend with too large a 

pen." 
Say, "He spoke too many times to go home early." 
Say, "You can go, too, John, for I did not have to 

scold you. ' ' 
Say, "To-day was too hot to play. Tuesday was, 

too." 
(h) "Between" is used for two things, "among" is used 

for many things. 
Say, "Divide the apple between the two boys." 
Say, "Divide the money among the three boys." 
(i) "Ain't" is very bad English. Never use it. 

Never say, "I ain't coming." Say, "I am not com- 
ing." 
Never say, "He ain't smart." Say. "He isn't 

smart. ' ' 
Never say, "I ain't doing nothing." Say, "I am not 

doing anything." 
Never say, "He ain't got nothing." Say, "He hasn't 

anything. ' ' 
(j) Do not put a preposition at the end of your sentence. 
Never say, "Where are you going to?" Say. "Where 

are you going?" 
Never say, ' ' Where are my books at ? " Say, ' ' Where 

are my books?" 
Never say, "What are you doing that for?" Say, 

"AVhy are you doing that?" 
(k) "Nice" really means "exact," "fine;" as, "a nice 

distinction between two things." Do not use 

"nice" for "pleasing," "good," or "delightful." 
Never say, " It is a nice day. ' ' Say, ' ' It is a very fine 

day," or "a very pleasant day." 



18 

Never say, "That is a nice book." Say, "That is a 
very interesting book." 

Never say, "He's a nice man." Say, "He is a pleas- 
ant man," "a kind man," "a witty man," or "a 
good man," as the case may be. 

Never say, "You have a nice dress." Say, "You 
have a pretty dress, or a handsome dress." 

(1) "Pretty" means "pleasing by beauty or grace." 
"Handsome" is used to show a greater degree of 
beauty. We speak of "pretty child," "a pretty 
flower," "a handsome house," "a handsome 
woman. ' ' 

"Pleasant" means "pleasing," "agreeable." We 
can say "a pleasant journey," "pleasant weather," 
"a pleasant smile," "a pleasant person." 

(m) "Begin" is a better word than "commence" or 
"start." 

VERB PARTS. 



]\Iemorize the heavy-type verbs in the following: — 



1. They throw it now 

2. I know it now 

3. The trees grow now 

4. They begin now 

5. They come now 

6. I do it now 

7. We see hini now 

8. They go now 

9. I write now 

10. I speak now 

11. They draw now 

12. You shake now 

13. I bring the letter 

14. We take the letter 

15. The pipes burst now 

16. We sit now 

17. They set it down 

18. The teachers teach now. 



They threw it ye.sterday. 
He knew it last week. 
The trees grew l*ist year. 
They began yesterday. 
They came yesterday. 
He did it yesterday. 
We saw hiui yesterday. 
He went last year. 
I wrote last week. 
I spoke to him. 
They drew the book. 
You shook then. 
I brought the letter. 
We took the letter. 
The pipes burst last winter. 
We sat there yesterday. 
They set it down yesterday. 
They taught yesterday. 



They have thrown it often. 

He has known it a long time. 

The tree? have grown well. 

They have begun itoften. 

They have come a longdistance. 

He has done it before. 

We have seen him there. 

He has gone home. 

I have written a letter. 

I have spoken about it. 

They have drawn before. 

You have shaken it. 

I have brought it. 

We have taken it. 

The pipes have burst before. 

We have sat still an hour. 

They have set it down carefully. 

They have taught the lessons. 



iVo^e.— Remember that done and seen are never used as 
one part verbs, but as parts of verbs of more than one part. 
Many people make this bad mistake. 

Never say, ' ' He done it. ' ' Say, ' ' He did it, " or " He has 

done it." 

Never say, ' ' I seen him. ' ' Say, ' ' I saw him, " or " I have 

seen him." 



19 

Exercise 12. Complete the following sentences, using the re- 
quired verb form: — 

He has the book to me. (A form of "bring.") 

She would have it gladly. (A form of "do." Never 

say " would of done." Say " would have done.") 

The men the horse away. (A form of " take.") 

My sister's friend her a letter last week. (A form of 

"write.") 
The tea( hers have us well. (Do not say ' ' The teacher 

learned us that." Say " The teacher taught us that." 

Teachers teach.) 

They've still a long time. (A form of "sit.") 

They our house yesterday. (A form of "see.") 

We have him oui book. (A form of " bring.") 

The pipe during cold weather. (A form of "burst.") 

1 the work the teacher gave me. (A form of "do.") 

Note.— Most verbs add "ed" to show past time. Thus, 
"I play to-day," but "I played yesterday." Do not make 
the childish mistake of saying "I play yesterday." 

PART III. POETRY WORK. 

Note. — Memorize one of the ten memory selections every 
month, as assigned. Study the meaning of the other poems 
by careful reading. 

Note to the ^eac/icr.— Paraphrasing of prose selections of 
one or more sentences is an excellent exercise. Such a book 
as "The Niirnberg Stove" or "Robinson Crusoe" might be 
taken, a half page or more being taken daily. After each new 
word has been defined and its use illustrated, have certain sen- 
tences paraphrased orally and in writing. 

SELECTION I. 

Choice Selections of Poetry and Prose. 

I. ' ' Who shall ascend into the hill of the Lord ? 
Or, who shall stand in his holy place 1 
He that hath clean hands, and a pure heart. ' ' 
II. "For, lo, the winter is past, 
The rain is over and gone; 
The flowers appear on the earth; 
The time of the singing of birds is come. ' ' 
III, ' ' Lying lips are abomination to the Lord. ' ' 



20 

IV. ''He that is slow to anger is better than the mighty, 
and he that ruleth his spirit than he that taketh a 
city." 
V. "Seest thou a man diligent in his business? He shall 
stand before kings." 
YI. "Honor thy father and thy mother, that thy days may 
be long upon the land which the Lord thy God giveth 
thee." 
VII. "Wine is a mocker, strong drink is raging, and whoso- 
ever is deceived thereby is not wise. ' ' 
VIII. "For the drunkard and the glutton shall come to pov- 
erty, and drowsiness shall clothe a man with rags." 
JX. "A good name is rather to be chosen than great 
riches. ' ' 
X. "Go to the ant, thou sluggard ; consider her ways and 
be wise." 

Definitions:— "Ascend," go up. "Appear," come into 
sight. "Abomination," something hated greatly. 
"Diligent," industrious, careful, not idle. "Glutton," 
one who eats too much. "Drowsiness," sleepiness, 
dullness. "Sluggard," a lazy person. 

Exercises: — (a) Write these selections from memory, care- 
fully punctuated. 

Note. — We paraphrase an extract or piece when we take 
its ideas and express them in our own words. 

(b) Paraphrase Extract II., by filling these blanks, using 

one word for every blank : — 

The winter and the rain . The flowers now 

, and birds begin . 

(c) Paraphrase Extract IV., by filling each blank below 

with one word : — 
To be able to keep your temper than to be 

great. 
A man who is master of his temper is greater a 

great . 

(d) Paraphrase Extract V., using one word in each blank 

space :— 

When a attends strictly work, he is 

sure to e^reat honor. 



21 

(e) Paraphrase Extract VI., using one word in each 

space : — 
Long is promised to those parents, 

(f) Paraphrase Extract X., using one word in each 

space: — 

The hizy should notice how acts^ 

and should learn . 

SELECTION II. 

Hail, Columbia, Happy Land ! 

''Hail, Columbia, happy laud! 
Hail, ye heroes, heaven-born band ! 
Who fought and bled in Freedom's cause, 
Who fought and bled in Freedom's cause, 
And when the storm of war was gone. 
Enjoyed the peace your valor won. 
Let Independence be your boast, 
Ever mindful what it cost, 
Ever grateful for the prize ; 
Let its altars reach the skies. 
Firm, united, let us be. 
Rallying round our liberty; 
As a band of brothers joined, 
Peace and safety we shall find." 

— Joseph Hopkinson 

Definitions : — ' ' Hail, ' ' a greeting or salute. ' ' Hero, ' ' a brave 
man. "Valor," bravery, courage. "Mindful," re- 
membering. "United," joined together. "Rallying," 
collecting together, assembling. 

(a) Write the extract from memory, carefully punctu- 

ated. 

(b) Paraphrase the last four lines by completing the fol- 

lowing, using one word in each space: — 

We shall obtain peace and safety if we like , 

and prize our . 

(e) Write the lines of the extract paraphrased here : — 
"Be proud of your freedom, remembering what it 
cost, and feeling grateful for it. 



22 

SELECTION III. 

The Landing of the Pilgrims. 
(Memorize verses 1, 2, 9, 10.) 

The breaking waves dashed high 

On a stern and rock-bound coast, 
And the woods against a stormy sky 

Their giant branches tossed; 

And the heavy night hung dark 

The hills and waters o'er, 
When a band of exiles moored their bark 

On the wild New England shore. 

Not as the conqueror comes, 

They, the true-hearted, came ; 
Not with the roll of stirring drums. 

And the trumpet that sings of fame; 

Not as the flying come. 

In silence and in fear; — 
They shook the depths of the desert gloom 

With their hymns of lofty cheer. 

Amidst the storm they sang, 

And the stars heard and the sea ; 
And the sounding aisles of the dim woods rang 

To the anthem of the free! 

The ocean eagle soared 

From his nest by the white waves' foam, 
And the rocking pines of the forest roared,— 

This was their welcome home ! 

There were men with hoary hair 

Amidst that pilgrim band; 
Why had they come to wither there 

Away from their childhood's land? 

There was woman's fearless eye. 

Lit by her deep love 's truth ; 
There was manhood's brow serenely high, 

And the fiery heart of youth. 



23 

What sought they thus afar? 

Bright jewels of the mine ? 
The wealth of seas, the spoils of war? 

They sought a faith 's pure shrine ! 

Ay, call it holy ground, 

The soil where first they trod. 

They have left unstained what there they found,— 

Freedom to worship God. 

—Felicia Remans 

Definitions:— "Giant," very large, giant like. "Tossed," 

threw. "Exiles," people driven from their home or 

their native land. "Bark," boat. "Moored," anchored. 

"Trumpet," a musical instrument. "Fame," honor, 

renowTi. "Gloom," darkness. "Anthem," a hymn. 

"Soared," flew upward. "Hoary," white with age. 

"Serenely," calmly. "Fiery," fierce, passionate. 

(a) Complete the following paraphrases, using one word 

for each blank :— 

Verse 2— On the hills and waves, the darkness of 

rested, when the Puritan landed on 



Verses 3 and 4— These brave people did not come like 

, led by the music of . They 

did not come like those flying for their lives. Their 

noble hymns re-echoed through . 

(b) What did they not seek and what did they seek? 

What greeting did they receive on landing? 

Why is their landing-place reverenced and honored 
by all? 

SELECTION IV. 

The Sandpiper. 

(Memorize verses 1 and 4.) 

Across the narrow beach we flit. 

One little sandpiper and I ; 
And fast I gather, bit by bit. 

The scattered driftwood, bleached and dry. 
The wild waves reach their hands for it. 

The wild wind raves, the tide runs high, 
As up and down the beach we flit, — 

One little sandpiper and I. 



24 

Above our heads the sullen clouds 

Scud black and swift against the sky; 
Like silent ghosts in misty shrouds 

Stand out the white lighthouses high. 
Almost as far as eye can reach 

I see the close-reefed vessels fly, 
As fast we flit along the beach, — 

One little sandpiper and I. 

I watch him as he skims along, 

Uttering his sweet and mournful cry ; 
He starts not at my fitful song. 

Nor flash of fluttering drapery; 
He has no thovight of any wrong. 

He scans me with a fearless eye. 
Stanch friends are we, well-tried and strong. 

The little sandpiper and I. 

Comrade, where wilt thou be to-night 

When the loosed storm breaks furiously? 
My driftwood fire will burn so bright ! 

To what warm shelter canst thou fly ? 
I do not fear for thee, though wroth 

The tempest rushes through the sky. 
For are we not God's children both, 

Thou, little sandpiper, and I ? 

— Celia Thaxter 

Definitions:— "Sandpiper," a small bird, found by the sea- 
shore. "Flit," move rapidly, fly. "Driftwood," 
wood drifted in by the waves. "Raves," talks or acts 
wildly. "Sullen," angry. "Shroud," the garment 
worn by persons at burial. "Mournful," sad. "Flut- 
tering," flying as a cloth in the wind. "Drapery," 
cloth draped or hung around an object. "Scans," ex- 
amines carefully. "Furiously," angrily, fiercely. 
"Wroth," angry, 
(a) Complete these paraphrases. Note. — If the blank has 
a long line use several words to fill it: — 

Verse 1 — The little and I are on the — . 

I am gathering the dry driftwood, while the waves 

rush ill as though Tlie wind is 

howling and the tide is high, as we hurry along the 



25 

beach. Verse 3—1 watch him flying along, making 
that sad, sweet sound. He is not alarmed at hear- 
ing my , nor at the sight of my garments, 

in the wind. He does not think 

and looks at me fearlessly. 



We are very . 

(b) Why are the sails of all the boats taken in? What 
word says so ? 
What do the lighthouses resemble 1 
Why is the poet not alarmed for the bird's safety? 

SELECTION V. 

In School Days. 
(Memorize verses 1, 2, 3.) 

1. Stills sits the schoolhouse by the road, 

A ragged beggar sunning ; 
Around it still the sumachs grow, 
And blackberry vines are running. 

2. Within, the master's desk is seen, 

Deep scarred by raps official; 
The warping floor, the battered seats. 
The jack-knife's carved initial; 

3. The charcoal frescoes on its wall; 

Its door's worn sill betraying 
The feet that, creeping slow to school. 
Went storming out to playing. 

4. Long years ago a winter sun 

Shone over it at setting ; 
Lit up its western window-panes, 
And low eaves' icy fretting. 

5. It touched the tangled golden curls, 

And brown eyes full of grieving. 
Of one who still her steps delayed 
When all the school were leaving. 

6. For near her stood the little boy 

Her childish favor singled. 
His cap pulled low upon a face 

Where pride and shame were mingled. 



26 

7. Pushing with restless feet the snow 

To right and left, he lingered; 
As restlessly her tiny hands 

The blue checked apron fingered. 

8. He saw her lift her eyes ; he felt 

The soft hands' light caressing, 
And heard the tremble of her voice, 
As if a fault confessing. 

9. "I'm sorry that I spelt the word: 

I hate to go above you, 
Because"— the brown eyes lower fell— 
* ' Because, you see, I love you ! ' ' 

10. Still, memory to a gray-haired man 

That sweet child face is showing. 
Dear girl ! the grasses on her grave 
Have forty years been growing. 

11. He lives to learn, in life's hard school, 

How few who pass above him 
Lament their triumph and his loss. 
Like her — because they love him. 

— John G. Whittier 

Definitions:— "Scarred," marked by cuts. "Rap," a sharp, 
quick blow. "Official," belonging to an officer. "Bat- 
tered," much worn by hard usage. "Initial," first let- 
ter of a name or word. "Frescoes," drawings on plas- 
ter. "Eaves," the lower edges of the roof where it 
joins the walls. "Tangled," interwoven, united to- 
gether in a twisted manner. "Grieving," sorrowing. 
"Favor," kind regard or liking, kind act. "Mingled," 
mixed. "Lingered," delayed. "Caressing," loving 
touch. "Lament," mourn. "Triumph," victory, suc- 
cess, 
(a) Complete these paraphrases, using several words 
where the blank has a long line drawn : — 

Verses 2-3. — In the schoolroom, we can see the teach- 
er's desk, badly marked where 

The floor is warped, and the seats are much . 

The of names cut by , are often seen, 

as well as on the walls. The worn- 



27 

out sill shows us how the children, who had 
-, rushed out eagerly 



Verse 5. — The sun shone : and the tear- 
filled eyes of a little girl who home. 

Verse 10. — The old man can still see the _, 

although she has been dead for years. 

(b) Write a paragraph of three sentences, using the 

words "triumph," and "lingered." Write this 
paragraph about "Soldiers." 

(c) Why is the schoolhouse like a poor, ragged beggar? 

Compare the actions of the two children in verse 7. 
Why did the little girl feel sorry? 

(d) Tell the whole story from verse 5 to verse 9 inclusive, 

in your own words. 

SELECTION VI. 
I Remember, I Remember. 

(Memorize verses 1, 2, 4.) 

1. I remember, I remember 

The house where I was born, 
The little window where the sun 

Came peeping in at morn. 
He never came a wink too soon. 

Nor brought too long a day; 
But now I often wish the night 

Had borne my breath away! 

2. I remember, I remember 

The roses, red and white. 
The \dolets and the lily-cups, 

Those flowers made of light ! 
The lilacs where the robins built. 

And where my brother set 
The laburnum on his birthday, — 

The tree is living yet! 

3. I remember, I remember 

Where I was used to swing. 
And thought the air must rush as fresh 
To swallows on the wing; 



28 

My spirit flew in feathers then, 

That is so heavy now, 
And summer pools could hardly cool 

The fever on my brow ! 

4. I remember, I remember 

The fir trees dark and high ; 
I used to think their slender tops 

Were close against the sky. 
It was a childish ignorance, 

But now 'tis little joy 

To know I 'm farther off from Heaven 

Than when I was a boy. 

— Thomas Hood 

Definitions :— " Borne, ' ' carried. ' ' Fir, ' ' a kind of evergreen 
tree. ' ' Slender, ' ' thin. ' ' Childish, ' ' like a child, young. 
"Ignorance," lack of knowledge, stupidity. 

(a) What two dift'erent trees are mentioned, and what is 

said of each? 
What did the poet think of the flying of the birds ? 

(b) Paraphrase the first six lines by completing the fol- 

lowing, using several words in each space : — 

I can remember the house in which and the 

little window where the sun shone in at dawn. I 
did not care how early nor how late it con- 
tinued to shine. 
Paraphrase the first four lines of verse 3 by com- 
pleting this: — I remember the , and I 

thought that must have enjoyed flying as 

mucli . 

SELECTION VII. 

(Memorize verses 1, 2, 4, 5.) 
The First Snowfall. 

1. The snow had begun in the gloaming, 

And busily all the night 
Had been heaping field and highway 
With a silence deep and white. 

2. Every pine and fir and hemlock 

Wore ermine too dear for an earl. 

And the poorest twig on the elm tree 

Was ridged inch deep with pearl. 



29 

3. From sheds new-roofed with Carrara 

Came Chanticleer's muffled crow, 
The stiff rails were softened to swansdown, 
And still fluttered down the snow. 

4. I stood and watched by the window 

The noiseless work of the sky, 
And the sudden flurries of snowbirds. 
Like brown leaves whirling by. 

5. I thought of a mound in sweet Auburn 

Where a little headstone stood; 
How the flakes were folding it gently, 
As did robins the babes in the wood. 

6. Up spoke our own little I\Iabel, 

Saying, "Father, who makes it snow?" 
And I told of the good All-Father, 
Who cares for us here below. 

7. Then, with eyes that saw not, I kissed her ; 

And she, kissing back, could not know 
That my kiss was given to her sister, 
Folded close under deepening snow. 

— James Russell Lowell 

Definitions:— "Gloaming," twilight. "Highway," road. 
"Hemlock," an evergreen tree. "Ermine," costly 
white fur. ' ' Earl, ' ' a nobleman of high rank. ' ' Twig, ' ' 
a small branch of a tree. "Carrara," a place in Italy 
producing fine marble. "Chanticleer," a rooster. 
"Muffled," dulled or deadened in sound. "Swans- 
down," the soft downy feathers of swans. "Noiseless," 
quiet. "Flurry," a light snowfall with wind. "Whirl- 
ing," moving rapidly and in confusion. "Mound," a 
little elevation of earth. "Mount Auburn," a cemetery 
near Boston. 

(a) Write the poem from memory, carefully punctuated. 

(b) Complete these paraphrases, using one or more words 

as required by the sense: — 
Verses 1-3.— The snow began to fall in the evening, 

and kept up , silently covering the 

and roads with white. All the trees, the , 

were covered with white, which looked like costly 



30 

. Every of the elm had on it a deep 

covering of . One could hear the 

from sheds whose roofs looked like . On 

the fence rails, the soft fleecy lay thick, 

yet still it . 

(c) What did the poet say about the snow on the little 
grave ? 
Describe the scene between ]\Iabel and her father. 

SELECTION VIII. 
(Memorize all.) 
America. 

1. My country, 'tis of thee, 
Sweet land of liberty, 

Of thee I sing; 
Land where my fathers died, 
Land of the Pilgrims' ])ride, 
From every mountain side 

Let freedom ring ! 

2. My native country, thee. 
Land of the noble free. 

Thy name I love; 
I love thy rocks and rills. 
Thy woods and templed hills ; 
My heart with rapture thrills. 

Like that above. 

3. Let music swell the breeze, 
And ring from all the trees 

Sweet freedom's song; 
Let mortal tongues awake. 
Let all that breathe partake. 
Let rocks their silence break, 

The sound prolong. 

4. Our fathers ' God to Thee, 
Author of liberty, 

To Thee we sing ; 
Long may our land be bright 
"With freedom's holy light; 
Protect us by Thy might. 
Great God, our King ! 

— Samuel Francis Smith, D. D. 



31 

Definitions:— "Liberty," freedom. ''Fathers," forefathers, 
ancestors. "Rill," a small stream. "Rapture," great 
delight or joy. "Mortal," human, belonging to man- 
kind. "Partake," share. "Prolong," continue, make 
long. "Author," maker. "Protect," guard, defend. 
"Might," power, strength. 

(a) Write this poem from memory, carefully punctuated. 

(b) Complete these paraphrases, using one or more words 

as required: — 

Verse 1:— My song shall be about , the 

land of freedom. Here my ! Here lived 

the noble ! Let the sound of liberty be 

heard all the land. Verse 4 — We sing to 

the God of our . Let the of freedom 

ever shine on our . O God, keep us safe by 

the great . 

(c) What does the poet love ? 

What lines are paraphrased by:— "Let the rocks 
echo the song of liberty"? 

SELECTION IX. 

From Washington's "Rules for Behavior." 

1. Every action in company ought to be with some sign of 
respect to those present. 

2. In presence of others, sing not to yourself with a hum- 
ming noise, nor drum with your fingers or feet. 

3. Be not curious to know the affairs of others, neither 
approach to those that speak in private. 

4. Undertake not what you cannot perform, but be care- 
ful to keep your promise. 

5. Associate yourself with men of good quality, if you 
esteem your own reputation ; for it is better to be alone than to 
be in bad company. 

6. When a man does all he can, though it succeeds not 
well, blame not him that did it. 

7. Make no show of taking great delight with your vic- 
tuals ; feed not with greediness ; lean not on the table ; neither 
find fault with what you eat. 

Definitions:— "Curious," inquisitive, anxious to know. "Ap- 
proach," come near to. "Undertake," set about, at- 



32 

tempt. "Perform," do, finish. "Associate," act with 
as a friend or partner. ' ' Esteem, ' ' value, prize. ' ' Rep- 
utation, ' ' what people think of us. ' ' Victuals, ' ' food. 

(a) Write these extracts from memory, correctly punc- 

tuated. 

(b) Complete these paraphrases: — 1. Always show 

to those in your . 

3. Do not try to find out other people's . When 

people are talking together, do not go 



4. Do not attempt what . Be sure to . 

5. If you want . 

(c) Give three rules for table manners. Why should we 
not blame a man who tries hard but fails ? 

SELECTION X. 

Memorize the following, writing it, carefully punctuated 
when known: — 

We are a republic whereof one man is as good as another 
before the law. Under such a form of government, it is of the 
greatest importance that all should be possessed of education 
and intelligence. — r? ^6^5(5 S. Grant. 

Definitions:— "Whereof," of which. "Importance," value, 
necessity. "Intelligence," understanding, knowledge. 
(a) Complete this sentence:— 

Grant said, "As all are equal in the eyes of the law, 
it is very necessary " 

SELECTION XL 
Rain in Summer. 

How beautiful is the rain ! 
After the dust and heat. 
In the broad and fiery street. 
In the narrow lane. 
How beautiful is the rain ! 

How it clatters along the roof 

Like the tramp of hoofs ! 

How it gushes and struggles out 

From the throat of the overflowing spout ! 



33 



Across the window-pane 

It pours and pours ; 

And swift and wide, 

With a muddy tide, 

Like a river down the gutter roars 

The rain, the welcome rain ! 

The sick man from his chamber looks 

At the twisted brooks ; 

He can feel the cool 

Breath of each little pool ; 

His fevered brain 

Grows calm again, 

And he breathes a blessing on the rain. 

From the neighboring school 

Come the boys. 

With more than their wonted noise 

And commotion; 

And down the wet streets 

Sail their mimic fleets. 

Till the treacherous pool 

Engulfs them in its whirling 

And turbulent ocean. 

In the country, on every side. 

Where far and wide. 

Like a leopard's tawny and spotted hide, 

Stretches the plain, 

To the dry grass and the drier grain, 

How welcome is the rain ! 

In the furrowed land 

The toilsome and patient oxen stand; 

Lifting the yoke-encumbered head, 

With their dilated nostrils spread. 

They silently inhale 

The clover-scented gale, 

And the vapors that arise 

From the well-watered and smoking soil. 

For this rest in the furrow after toil 

Their large and lustrous eyes 

Seem to thank the Lord, 

More than man's spoken word. 



34 

Definitions: — "Fiery," very hot, burning. "Lane," a nar- 
row country road or way. "Clatters," makes a rattling 
noise. "Neighboring," near-by. "Wonted," usual. 
"Commotion," disorder, noisy violence. "Mimic," 
imitated, not real. "Treacherous," not trustworthy, de- 
ceitful. "Turbulent," violently disturbed, restless. 
"Tawny," tan-colored, of a deep yellow color. "En- 
cumbered," burdened, loaded. "Yoke," a wooden bar 
or frame worn on the neck of cattle when dragging 
loads. "Dilated," widened, spread out. "Nostrils," 
openings of the nose. "Inhale," breathe in. "Gale," 
breeze, wind. "Lustrous," bright, shining. 

(a) Tell in your own words what is said of the boys. How 

does the rain affect the sick? "What color was the 
country before the rain? 

(b) Complete the paraphrase of the last section: — The 

meek oxen, fastened to the plough, stand . 

Their nostrils are wide-spread in order to breathe in 
. As they stand there resting, their bright, 



beaming eyes . 

SELECTION XIL 

Hiawatha's Hunting. 

Then the little Hiawatha 
Learned of every bird its language. 
Learned their names and all their secrets, 
How they built their nests in summer. 
Where they hid themselves in winter. 
Talked with them whene'er he met them, 
Called them ' ' Hiawatha 's chickens. ' ' 
Of all beasts he learned the language, 
Learned their names and all their secrets, 
How the beavers built their lodges, 
Where the squirrels hid their acorns. 
How the reindeer ran so swiftly. 
Why the rabbit was so timid, 
Talked with them whene'er he met them, 
Called them "Hiawatha's brothers." 
Then lagoo, the great boaster, 
He, the marvelous story-teller. 
He, the traveler and the talker, 
Made a bow for Hiawatha ; 



35 

From a branch of ash he made it, 

From an oak-bough made the arrows, 

Tipped with flint, and winged with feathers. 

And the cord he made of deer-skin. 

Then he said to Hiawatha, 

"Go, my son, into the forest. 

Where the red deer herd together, 

Kill for us a famous roebuck. 

Kill for us a deer with antlers ! ' ' 

Forth into the forest straightway 

All alone walked Hiawatha 

Proudly, with his bow and arrows; 

And the birds sang round him, o'er him, 

"Do not shoot us, Hiawatha!" 

Sang the robin, the Opechee, 

Sang the bluebird, the Owaissa, 

"Do not shoot us, Hiawatha!" 

Up the oak-tree, close beside him, 

Sprang the squirrel, Adjidaumo, 

In and out among the branches, 

Coughed and chattered from the oak-tree. 

Laughed, and said between his laughing, 

"Do not shoot me, Hiawatha!" 

And the rabbit from his pathway 

Leaped aside, and at a distance. 

Sat erect upon his haunches. 

Half in fear and half in frolic, 

Saying to the little hunter, 

"Do not shoot me, Hiawatha!" 

But he heeded not nor heard them, 

For his thoughts were with the red deer; 

On their tracks his eyes were fastened. 

Leading downward to the river, 

To the ford across the river, 

And as one in slumber walked he. 

Hidden in the alder-bushes. 

There he waited till the deer came, 

Till he saw two antlers lifted, 

Saw two eyes look from the thicket, 

Saw two nostrils point to windward, 

And the deer came down the pathway. 

Flecked with leafy light and shadow. 



36 

And his heart within him fluttered, 

Trembled like the leaves above him, 

Like the birch-leaf palpitated, 

As the deer came down the pathway. 

Then, upon one knee uprising, 

Hiawatha aimed an arrow; 

Scarce a twig moved with his motion. 

Scarce a leaf was stirred or rustled, 

But the wary roebuck started, 

Stamped with all his hoofs together. 

Listened with one foot uplifted, 

Leaped as if to meet the arrow; 

Ah ! the singing, fatal arrow. 

Like a wasp it buzzed and stung him ! 

Dead he lay there in the forest. 

By the ford across the river; 

Beat his timid heart no longer. 

But the heart of Hiawatha 

Throbbed, and shouted, and exulted. 

As he bore the red deer homeward. 

And lagoo and Nokomis 

Hailed his coming with applauses. 

— Henry W. Longfellow 

Definitions:— "Beaver," a fur-covered animal, remarkable 
for building its lodges or houses across streams. 
"Acorn," the nut of the oak tree. "Swiftly," rapidly. 
"Timid," not brave, easily frightened. "Marvelous," 
wonderful. "Tipped," covered at the tip or end. 
"Antlers," horns of the deer. ''Straightway," at once, 
immediately. ' ' Chattered, ' ' talked rapidly and without 
much meaning. "Erect," upright, in a vertical posi- 
tion. "Haunches," hips. "Frolic," merriment, fun. 
"Heeded," regarded, paid attention to. "Ford," a place 
where a stream can be crossed by wading. "Thicket," 
a close group or collection of trees or bushes. ' ' Flecked, ' ' 
spotted. "Palpitated," fluttered, beat rapidly. "Rus- 
tled," made a faint sound as by moving leaves or silk. 
* ' Wary, ' ' watchful, careful. ' ' Fatal, ' ' deadly. ' ' Exult- 
ed," rejoiced greatly. "Hailed," called to, saluted, 
(a) Give two Indian names for certain birds. What bird 
secrets did Hiawatha learn? Show the difference 



37 

in character between the rabbit and the squirrel. 
Describe Hiawatha's hunting weapons. What plea 
or request did the birds make? How did the ap- 
proach of the deer affect the young hunter ? 
(b) Describe the killing of the deer. How did Hiawatha 
feel after he had captured the deer? 

PART IV. WRITTEN ENGLISH. 

EASIER RULES OF PUNCTUATION. 

The Capital:— (1) Every sentence must start with a capital 
letter. 

(2) The first word of every line of poetry starts with a 
capital letter. 

Illustration. — "My country, 'tis of thee, 

Sweet land of liberty, i 

Of thee, I sing." 

(3) The first word of every quoted sentence begins with 
a capital letter. 

Illustration.— John said, "Bring the book to me." 

(4) Proper names and proper adjectives are capitalized. 
Illustration. — We live in Philadelphia, a great American 

city. 

(5) Every important word in the title of a book, story^ 
etc., is capitalized. {Note. — Articles, conjunctions and 
prepositions are not capitalized.) 

Illustration. — (1) The name of the book was, "The Story 
of an Idle Boy." 

(2) The great painting of "The Last Supper" is in 
Milan. 

(3) Write a composition on "A Visit to the Country." 

The Period:— (1) A sentence stating a fact ends with a pe- 
riod. 
(2) A period must be used after an abbreviation. 
Illustration.— (1) Mr. Brown, Mrs. Smith, and Capt. 
Jones called. 

Interrogation Point:— (1) A sentence asking a question 
must end with an interrogation point. 
Illustration. — Will you go now, James? 

"Do you not know your lesson?" said I. 

The Exclamation Point :— (1) Use the exclamation point af- 
ter such words as Oh !, Alas !, Hurrah ! 



38 

(2) Use the exclamation point after such words as end a 

sentence if it is all an exclamation. 
Illustration.—' ' How fine ! how lovely ! ' ' they said. 

Oh ! whj^ was I so foolish 1 

Alas ! there is no hope. 

look at the snn ! 

Hurrah ! the sun is shining. 

Note.— Where the interjection mark is equal to a comma, 
the word following it does not begin with a capital letter. Fre- 
quently a conuna is used after Oh; as, John said "Oh, how de- 
lightful ! " " Oh, come to-morrow ! ' ' said I. 

The Comma : — (1) Words in a series of three or more must be 
separated by commas. 
Illustration.— Furs, fish, and lumber come from Alaska. 
Neither John, James, Harry, nor William could do it. 

(2) The name of a person spoken to must be separated 
from the rest of the sentence by a comma. 

Illustration.— John, bring that bundle here. 

Can you tell me the reason, Mary ? 

(3) The parts of a date or location must be separated by 
commas. 

Illustration.— I saw the man on Aug. 1, 1900. 

The boy was here on Thursday, Sept. 2nd, 1903. 
He was born in Annapolis, Md., on the third of July, 
1862. 

The Apostrophe — (1) Use an apostrophe to show posses- 
sion ; as, ' ' John 's book is new. ' ' 
(2) Use an apostrophe to mark the omission of a letter; 
as, "Yes, 'tis true, but don't mention it, please." 
Quotation JMarks :— (1) When we use the exact words of an- 
other person, we are said to quote them. 
Illustration.— John said, "My book is on the table." 
The words in heavy type show us what John said. They 

are enclosed in quotation marks. 
(2) There are two kinds of quotation, direct and indi- 
rect. Direct quotations give the exact words of the 
speaker, while indirect quotations do not give his words, 
but only his thought in other words. Direct quotation 
must be quoted but indirect must not. 
Illustration.— (a) Direct— Mary said, "I have no money." 
Indirect— Mary said that she had no 
money. 



39 

(b) Direct— We said, "Our books are quite 

new. ' ' 
Indirect— We said that our books were 
quite new. 

(c) Direct— James said, "John, will you 

lend me that book?" 
Indirect— James asked John if he would 
lend him the book. 

(3) When a direct quotation is broken into by the words 
said, thought, we may call it a broken quotation. 

Illustration.— "Yes," said he, "the money will be paid." 

(4) If SAID, THOUGHT, or EXCLAIMED gocs before or after 
the quotation, separate that part by a comma, start the 
first word quoted with a capital, and put the quotation 
marks at the beginning and end of the words quoted. 

(b) If SAID, THOUGHT, or EXCLAIMED comes in the middle 
of the quotation, separate that part by commas, begin 
the second part of the quotation with a small letter, and 
use quotation marks around both parts of the quotation. 

Notc.—li the part before the break was a full sentence, 
the second part of the quotation would begin with a capital 
letter. 

Illustration. — "It snowed quite often last winter, ' ' said 
I. "You remember that storm in February, don't 

you?" 

Punctuation Exercises. — (a) Punctuate the following: — 

A woman had a goose which laid a golden egg every day 
one day she said to herself why should I wait for the goose to 
lay the eggs why not take the whole treasure at once so she 
took a knife killed the goose and hunted for the gold she found 
no golden eggs but she succeeded in killing her goose do not 
try to get rich too quickly. 

(b) After the teacher has written each of the following 
fables on the board without any capitals and without any 
punctuation marks, the pupil will copy on paper, punctuating 
correctly. 

(c) Paragraphs from the readers can be treated the same 
way. 

Fables:— Study Fable Number 1 and then write it care- 
fully from memory. Do the same with each of the other fables 
given here: — 



40 

(1) THE DOG AND HIS SHADOW. 

A dog had a piece of meat, and was carrying it across a 
stream. lie stopped on the bridge, and thought he saw an- 
other dog in the stream with a piece of meat. The greedy dog 
said to himself, "I'll try to get that meat." He snapped at it, 
and so lost his own piece in the water. He then found it was 
only a shadow in the water, so his greed made him lose every- 
thing. 

(2) THE WOLF AND THE GOAT. 

A wolf saw a goat feeding at the top of a steep rock where 
he could not reach her. The wolf said, "iNIy dear friend, I 
am afraid you will fall and break your neck. Come dowii to 
the nice grass here in the meadow." The goat replied, "Are 
you \ery hungry ? I think I shall not go down to the meadow to 
■ be eaten by you. ' ' The greedy wolf could not deceive the 
clever goat. 

(3) THE BULL AND THE CALF. 

A bull was once trying with all his might to squeeze him- 
self through a narrow place to get to his stall. "I will show 
you how to go through," said a yoimg calf. "I have done it 
often." The bull replied, "Do not bother yourself. I knew 
the w^ay before you were born. " jMoral : — Do not try to teach 
your elders. 

(4) THE CAT AND THE BIRDS. 

A cat heard that some birds near him w'ere sick. He 
dressed up to look like a doctor and went and knocked at the 
door. ' ' I hear you are sick, ' ' said he. ' ' Let me in, and I will 
give you some medicine to cure you." The birds knew their 
enemy and said, ' ' No, thank jou. "We are better without you. ' ' 

(5) THE FOX AND THE CROW. 

A crow stole a piece of cheese one day and flew off with it 
into a tree. A fox saw her and thought he would like to get 
the crow's cheese. Looking up at her, he began to flatter her^ 
saying, ' ' How beautiful you are ! You are the queen of birds. 
Will you not sing for me?" The silly crow was pleased and 
opened her mouth to try to sing. The cheese then fell down 
and was seized by the fox, who went ofi: with it, laughing at 
the vain crow. 



41 

(6) THE HARE AND THE TORTOISE. 

A hare runs very fast, and the tortoise moves very slowly. 
A hare one day made fun of a tortoise for its slowness, and the 
tortoise offered to run a race with him. The hare agreed, and 
the race started. After a while, the hare stopped and said, 
"I think I shall take a nap. The tortoise moves so slowly I 
know she will never get ahead of me." The hare then lay 
down. The tortoise, however, never stopped, but kept on 
steadily and thus won the race. It is better to work steadily 
than swiftly. 

(7) THE CROW AND THE PITCHER. 

A thirsty crow saw a pitcher and flew to it to get a drink. 
"When she looked in the pitcher she saw the water was too far 
down to reach. She said to herself^ "What shall I do? I am 
sure there is some way to get that water." Looking around, 
she saw some i^ebbles on the ground. She dropped enough 
of these into the pitcher to bring the water up to the top, and 
then she drank it easily. "Where there's a will, there's a 
way," said the crow. 

(8) THE FOX AND THE GRAPES. 

A fox saw some fine grapes on the top of an arbor. They 
looked very tempting, and the fox wanted very much to get 
them. He looked longingly at them, tried several times to get 
them, but found they were entirely too high to reach. "Oh, 
well, those ^apes are sour anyhow. I don't want them," said 
the fox, and walked away. 

(9) THE JACKDAW AND THE SHEEP. 

A jackdaw sat on a sheep's back, chattering noisily. "Be 
quiet, noisy bird", said the sheep. "You are wearing my life 
out. If I were a savage dog j^ou would not dare to treat me 
so." "Yes," said the jackdaw, "that is the truth. I annoy 
only helpless creatures that cannot defend themselves." 
Do you not think that was a mean spirit to have ? 

(10) THE OAK AND THE REED. 

A tall, powerful, oak tree grew beside a stream. "How 
strong I am! Nothing could conquer me", thought the oak. 
One day a storm came and the proud oak was torn up by the 
wind. The tree fell into the river and was carried down the 



42 

stream. As it moved on, the oak saw a little, weak reed still 
standing on the bank. "How did you escape the wind that 
blew me down ? ' ' said the oak to the reed. ' ' My friend, ' ' said 
the reed, "yon were too proud. You fought the wind, and I 
yielded to it, and so escaped. It does not pay to be too stub- 
born." 

Exercise 11. Complete these sentences: — 

(a) The greedy dog said that he . 

(b) When the wolf saw the goat, he said he was , 

and asked her to ■ . The goat asked the wolf 

if he . 

(c) When a young calf saw a bull trying to squeeze him- 

self through a narrow place he offered to , 

but . 

(d) The birds refused to accept the cat's offer of medi- 

cine and said that they thought . 

(e) The fox said that the grapes were sour and that . 



Exercise 12. Write each of the following sentences in your 
own words : — 

(a) I w^as put to the grammar school at eight years of 

age, as my father intended to devote me to the 
church. 

(b) My early readiness in learning to read and the opin- 

ion of all his friends that I should make a good 
scholar encouraged my father in sending me to 
school. 

(c) At ten years of age, I was taken home to assist my 

father in his business, which was that of a tallow 
chandler. 

(d) I remember well that my father was frequently 

visited by leading people in Boston, who asked his 
advice in affairs of the town or church. 

(e) To this day if I am asked, I can scarcely tell, a few 

hours after dinner, what I dined upon. 
Adapted from ''The Autobiography of Benjamin Franklin.'* 

Exercise 13. Reproduce the following from memory after 
reading carefully: — 
In ancient times, the towns in Europe were surrounded 
by walls, and you could enter only by going through 
the gates. A farmer once drove to such a town with a 
load of oats. When he reached the gate, the guard 



43 

stopped him and asked him what he had in his wagon. 
The farmer leaned down and whispered to the guard, 
"Oats." The guard was surprised at his whispering, 
and asked him why he spoke so low. ' ' Hush ! ' ' said the 
farmer, "I do not want my horses to know that I have 
oats in the wagon." 

Definitions. "Ancient," olden, old. "Were surrounded 
by walls," had walls all around. 

Exercise 14. Write the following reproduction from memory : 
After thirty-six years' absence, Cortez returned to 
Spain. He had conquered Mexico and other lands, and 
had sent home vast sums of money. The king of Spain 
received him quite coolly when he came back. One day, 
Cortez went to the palace. "Who are you?" said the 
king, proudly. Cortez answered just as haughtily, "I 
am the man who conquered more provinces for you and 
for Spain than your ancestors left you cities. ' ' 

Definitions. "Vast," large, immense: "Quite," very. 
"Haughtily," proudly. "Provinces," conquered countries. 
"Ancestors," forefathers, those who lived before us. 

Exercise 15. (a) Write a paragraph of four sentences about 
Indians, using the word "ancient." 

(b) Write a sentence, using the two words "haughtily," 

and "surrounded." 

(c) Complete this sentence :— The proud Cortez told the 

king how much he had done for Spain when . 

Exercise 16. Write the following reproduction from memory : 
Near Franklin's home was a salt-marsh, and the boys 
used to stand on its edges to fish for minnows. Franklin 
proposed to his companions that they ought to build a 
wharf to stand on while fishing. He showed them a 
heap of stones near by, intended for a new house near 
the marsh, and they decided to use these stones for their 
wharf. That evening after the workmen had gone, they 
built their wharf. The next morning, however, when 
the men missed their stones, they found out what the 
boys had done and complained to their parents. The 
boys were punished severely. Franklin says he tried to 
show his father how useful the wharf was, but his 
father told him that nothing was useful which was not 
honest. 



44 

Exercise 17. Write each of the following in your own words : 

(a) From a child I was fond of reading, and all the little 

money that came into my hands was always laid 
out in books. 

(b) Often I sat up in my room reading the greatest part 

of the night, when the book had been borrowed in 
the evening and had to 'be returned early in the 
morning. 

(c) I now took a fancy to poetry. 

(d) About this time I met with an odd volume of "The 

Spectator." I thought the language was excellent 
and I wished, if possible, to imitate it. 

(e) He wrote several of the articles in the volume from 

memory. Then he compared his work with the 
original, and corrected his mistakes. 

iVo^e.— Numerous exercises in paraphrasing prose sen- 
tences should be taken. 

Exercise 18. Letter Forms. 

A letter consists of four parts. 

The heading or date, the greeting or salutation, the body 
of the letter, and the closing part or conclusion. 

(a) Heading: — Put the place and date in the upper, right 

hand side, using periods after abbreviations, and 
separating the parts by commas. 

Example of Letter Heading : — 

2273 N. Broad St.. Phila., 
July 6, 1903. 

(b) The greeting in a business letter is different from 

that in a letter to a friend. 
Example of a business letter greeting: — 
Messrs. Brown, Smith and Co., 

38 N. Eighth St., Phila. 
Gentlemen : — 
Example of a friendly greeting: — 
My dear Friend:— 

(c) The conclusion varies according to the kind of letter. 
Conclusion for a business letter: — 

Yours respectfully, 

(Miss) Jennie A. Brown. 



45 

Conclusions for a friendly letter: — 

(1) Sincerely yours, 

John A. Smith. 

(2) Your loving daughter, 

Mary. 

(3) Arrange the address on the envelope thus: — 







Stamp 


MR. JOHN SMITH, 






4907 S. Fifth St., 






Phila. 


Pa. 





Exercise 19. Study the following letter ordering books, and 
then write from memory: — 

2356 N. Tenth St., Phila., 
Jan. 5, 1903. 
Messrs. Houghton, Mifflin and Company, 
4 Park Street, Boston, ]\Iass. 
Gentlemen : — 
Enclosed please find money order for two dollars and 
eighty cents, for which you will please send me one copy of 
each of the following: — 

Louisa M. Alcott's "Little Women." 
George Eliot's, "The Mill on the Floss." 
Yours respectfully, 

John R. Williams. 

Exercise 20. AVrite a letter to your cousin describing your 

work in school. (Write at least fifty lines.) 
Exercise 21. Imagine you were a Pilgrim in 1620. Write a 

letter describing your life in the new world. (Write at 

least fifty lines.) 
Exercise 22. Write a note ordering an article of clothing 

from some business firm in town. 



46 

Exercise 23. Write a note requesting a friend to loan you a 
copy of a certain poem, naming the poem and the 
author. 

Exercise 24. Write a note thanking your friend for a Christ- 
mas gift. 

Exercise 25. Write a note ordering groceries. 

Exercise 26. Write a note to send with a certain book as a 
birthday present. 

Exercise 27. Write a letter describing a concert you at- 
tended. (At least fifty lines.) 

Letter Forms to Oflficials. 

(a) A letter to the Governor: — 

2705 N. Lamborn St., Phila., 
June 9, 1903. 
Hon. Samuel W. Pennypacker, 

Governor of Pennsylvania, 
Sir:- 

Very respectfully, 

James Brown. 
Envelope Address : — 

Hon. Samuel W. Pennypacker, 

Governor of Pennsylvania, 

Harrisburg, Pa, 

(b) A letter to the President:— 

1139 Chestnut St., Phila., 
November 16, 1903. 
To His Excellency, Theodore Roosevelt, 

President of the United States. 
Mr. President: — 

Very respectfully, 

James Smith, 
Secretary, Civic League. 
Envelope Address : — 

To the President, 

The White House, 

Washington, D. C. 

Note. — The abbreviation Rev. stands for Reverend, being 
a title for a minister. The abbreviation M. D. stands for Doc- 
tor. We can say Doctor Brown, or "James Brown, M. D." 
Esquire, a title given to lawyers or used in addressing letters 
in place of Mr., can be written Esq. Col. stands for Colonel, 
Gen. stands for General, Capt. for Captain. Illustration. — 



47 

Gen. Brown and Col. Jones of the U. S. army were there. Time 
abbreviations : — A. M. stands for morning, M. stands for noon, 
P. M. stands for afternoon, Jan. stands for Jannary, Apr. for 
April, Aug. for Augnst, Oct. for October, Nov. for November. 
Illustration. — The train started at 9 A. M. and reached the city 
at 2 P. M. — Etc. (et ctetera) means "and so forth." 

Business Abbreviations : — Dr. stands for debtor, Co. for 
company, Amt. for amount, Cr. for creditor (one to whom 
money is owed) ; Cr. also stands for credit. 

Illustration.— When a person deposits money in a bank 
the amount is entered in the Cr. column of his book. 

Illustration No. 2. (A bill for services) :— 

Phila., Feb. 9th, 1898. 

Mr. John Brown 

To William H. Smith, Dr. 
For sixteen lessons in English at $3.00 per lesson, $48.00. 

Received pavment, 

Wm. H. Smith. 

(This means that John Brown owed Wm. Smith $48.00.) 

Notice that no period is required after 9th, as that is not 
an abbreviation. 

Illustration No. 3 (A receipt for rent) :— 

Phila., Mar. 9, 1904. 

Received of Mr. James Brown the sum of Twenty-five Dol- 
lars for one month's rent of house, 2572 Franklin St., due Mar. 

9, payable in advance. 

R. Smith. 

ADDITIONAL STORIES FOR REPRODUCTION. 

iV^ofe.— Pupils are to write the story from memory after 
reading it carefully. 

1, COLUMBUS AND THE EGG. 

After his return from the New World, Columbus was in- 
vited to a grand banquet. One of the other guests jealously 
asked him whether there were not other men in Spain who 
could have discovered the Indies. Columbus said nothing, but 
took an egg, and invited the company to try to make it stand 
on its end. Every one attempted it, but failed. Columbus 
then struck the egg, so as to break the end a little, and stood 
it on the broken part. In this way he showed them how easy 
it is to do a thing after some one else has shown how. 

Definitions.— " Banquet," a feast. "Indies," the country in 
southern Asia. "Attempted," tried. 



48 

2. WASHINGTON AND THE CORPORAL. 

During the Revolution, a young officer was giving orders 
to his men about a beam or log that they were trying to lift. 
A man not in military dress, just then came up, on horseback, 
and asked the officer why he did not help his men a little. 

The latter Avas much surprised, and said very proudly, 
"Sir, I am a corporal." "I did not know it," said the other. 
"I ask your pardon, Mr. Corporal." 

He dismounted, and pulled at the beam with all his 
might until it was raised. Then he turned to the officer and 
said, "Mr. Corporal, when you need help for another job like 
this, send for your commander-in-chief, and I shall be glad to 
help you again." 

The corporal was astonished to find it was Washington 
who had helped the men. 

Definitions. — "Corporal," an army officer of low rank. "Military," 
pertaining to soldiers. ' ' Latter, ' ' the person spoken of last. ' ' Surprised, ' ' 
astonished. ' ' Dismounted, ' ' came down off the horse. ' ' Commander-in- 
chief, ' ' the head officer of the army. 

3. W^ASHINGTON 'S OBEDIENCE. 

When Washington was about fourteen years old, he 
wanted to become a sailor. His father had died three years 
before, and his mother had hard work to support the family 
on their farm. At first, she was willing to have the boy go, but 
a letter from George's uncle in England changed her mind. 

"If you care for the boy's future," said he, "do not let 
him go to sea. Places in the king's navy are not easy to ob- 
tain. If he begins as a sailor, he will never be aught else." 

Although the boy wanted to go to sea, he obeyed his 
mother and stayed at home. How different the history of our 
country might have been if Washington had not yielded to his 
mother's wish in this matter. 

Definitions. — "Aught, " anything. "NaAy, " a number of ships. 

4. Washington's journey in the wilderness. 

At twenty-one, Washington was the owner of IMount Ver- 
non, in northern Virginia on the Potomac River. This rich 
estate became his when the little daughter of his half-brother, 
Lawrence, died. The next year after this, in 1753, Washing- 
ton was sent by Governor Dinwiddle to Fort le Boeuf in north- 
western Pennsylvania to ask the removal of the French forts. 



49 

After delivering his message, Washington started home again. 
He had about four hundred miles to walk, mostly through thick 
forests, and it was the depth of winter. The journey was very 
hard indeed. With gun in hand, Washington and his guide, 
Christopher Gist, marched on through the snows, guided by 
their compass by day and by the North Star at night. When 
they reached the Allegheny River, they found it full of float- 
ing ice. They tried to cross on a raft but the raft upset, and 
Washington was almost droMiied. They managed to reach an 
island, where they passed the night without shelter or fire. In 
the morning they reached the opposite shore and continued 
their way. At last, the long journey ended, and Washington 
reached the capital of Virginia and made his report about the 
forts. 

Note. — Be careful not to say "drownded. " Pronounce it as one 
syllable. 

5. THE DEATH OP WASHINGTON. 

The thirteenth of December, 1799, was a very stormy day, 
with rain and sleet. Washington had some repairs being made 
at Mount Vernon, and was out in the storm for several hours. 
He was chilled through, and during the night became so ill he 
had to send for the doctor. It was no use, and the hero died 
the next night, at ten o'clock. His last w^ords were "It is 
well." 

His friend, Henry Lee, in making a speech in Congress 
in honor of the dead Washington, said : 

"First in war, first in peace, and first in the hearts of his 
countrymen, he was second to none in the humble and endear- 
ing scenes of private life." 

6. COLUMBUS IN CHAINS. 

On his third voyage, Columbus went to the Spanish set- 
tlement on the island now called Hayti, and remained there 
for two years. The king of Spain then sent out Bobadilla to 
inquire into the affairs of the colony. Bobadilla put Colum- 
bus in chains and sent him back to Spain. The captain of the 
ship wanted to take the chains off, but the angry Columbus 
said he would wear them until Queen Isabella ordered them 
removed. When he reached Spain, the chains were removed, 
but still the Queen did not give him his rights. Columbus 
kept these chains in his room until his death, and asked to have 
them buried with him. 



50 

His fourth and last voyage was very unsuccessful, and 
when he returned, the mocking Spaniards called him "The 
Lord of Mosquito Land," because he had found a land with 
many mosquitoes, but no gold. 

Definitions. — '.'Settlement," a little town. "To inquire into," to 
ask about. ' ' Unsuccessful, ' ' not successful. 

7. DANIEL WEBSTER AND THE CONGRESSMAN. 

The great Daniel Webster's father was a poor New Eng- 
land farmer. One day, while the boy was in the field with his 
father, a Congressman visited them. After he had gone, Dan- 
iel's father said, "My son, that man gets six dollars a day as 
Congressman, while I have to toil here. It is because I never 
had the education he had. I intend to give you the chance of 
getting an education. Exert yourself, improve your oppor- 
tunities, learn, learn, and you will not need to go through the 
hardships that have made an old man of me before my time. 

{Note.— Daniel Webster was one of the finest speakers 
that ever lived. He was a United States Senator from Mas- 
sachusetts for many years.) 

Definitions.— "Congressman," a member of U. S. Congress. 
"Toil," work. "Exert yourself,'' work, try. " Opportunities, " chances. 
"Hardships," toils, things hard to bear. 

8. SIR PHILIP Sidney's kindness. 

Sir Philip Sidney was an English soldier. He was badly 
wounded in a great battle, and lay on the ground dying, sur- 
rounded by many other sufferers. After the battle ended, 
one of his friends brought him, with great difficulty, a cup of 
water to drink. Sir Philip was glad indeed to get it, and was 
just ready to drink when he saw a poor dying soldier look 
longingly at the water. The gentle Sir Philip could not bear 
to see the man suffer, and pushed the cup of water towards him, 
saying, "Here, comrade, take this. Thy need is greater than 
mine. ' ' 

Was he not a noble soul ? Do you wonder that rich and 
poor wept when the brave Sir Philip was buried? 

Definitions. — "Difficulty, " trouble. "Longingly," eagerly, with 
great desire. ' * Comrade, ' ' companion, fellow soldier. 

9. BRUCE AND THE SPIDER. 

Robert Bruce was a king of Scotland. His enemies were 
so powerful that he had to fight battle after battle. After a 



51 

great defeat his army was scattered, and Bruce had to hide 
himself to save his life. 

He found refuge in an old shed, and was so discouraged 
that he thought he might as well give up and not try to win 
back his kingdom. Just then, he saw a spider above his head, 
trying to weave her web. Six times she tried to throw the 
thread from one beam to another, but each time she failed. 
Bruce became interested in the spider's perseverance, and re- 
solved if she tried the seventh time and succeeded, he also 
would fight once more. 

He was delighted indeed to find her succeed the seventh 
time. He gathered his forces once more, fought another battle 
with the English and won, becoming the great king of Scot- 
land. The spider taught him that nothing is too hard to do. If 
we will only keep on trying, we are sure to succeed. 

Definitions.— "Powerful, " strong. "Defeat," a failure, an over- 
throw of an army in battle. "Scattered," divided into many parts. 
"Eefuge, " shelter, protection, "Discouraged," without hope. "Per- 
severance, ' ' steadiness, keeping at a thing. ' ' Eesolved, ' ' determined, 
made up his mind. 

10. LINCOLN 'S KINDNESS TO ANIMALS. 

Lincoln, the great President of the United States, visited 
General Grant near Richmond, during the war, to see how 
things were going. On this visit, he saw three tiny kittens 
crawling about the tent. The mother was dead, and the kittens 
were very hungry. Lincoln picked them up, stroked their fur, 
and said, "Poor little creatures, don't cry. You'll be taken 
care of." Then he turned to an officer and told him to get 
them some milk and have them taken care of. Several times 
during his visit he stooped down to stroke them and to listen 
to their purring. The great president was not too great to 
help a suffering animal. 

Definitions. — "Tiny, " very small. "Creatures," created beings. 
' ' Stooped, ' ' bent. 

11. THE SPANISH IN MEXICO. 

The Aztecs were the semi-civilized Indians who inhabited 
Mexico at the time of the discovery of America. The cruel 
Cortez landed there with a small army in 1519, and, as the In- 
dians had no horses and no firearms, they were easy to conquer. 
The last king of the Aztecs was the brave Guatimozin. Cortez 
after many battles captured the fallen monarch. To make him 



52 

tell where he had hidden his gold, the cruel Spaniards put him 
on a fire of burning coals. One of the Aztec princes, who was 
tortured in the same way, begged by looks for permission to 
tell where the treasure was. The proud King, turning to him 
scornfully, said, "Am I now reposing on a bed of flowers?" 
Cortez did not get the gold, and the Indian's secret died with 
him. 

Definitions. — " Semi-civilized, ' ' half ci\ilizecl. ' ' Firearms, ' ' guns, 
"Monarch," king. "Scornfully," with scorn or contempt. 

12. YANKEE BRAG. 

Horace Greeley, the editor of the New York "Tribune," 
was once talking in a company about his own nation. 

"What this country needs," said Greeley, "is a real good 
licking " An Englishman who was present said, "Quite right, 
]\Ir. Greeley. The country needs a 'licking'!" ]Mr. Greeley 
then went on as if no ore had spoken, saying, "But the trouble 
is, there 's no nation that can give it to us. ' ' 

Definitions. — "Editor, " the chief of a newspaper. "Nation," in- 
habitants of a country. ' ' Licking ' ' is bad English for thrashing or 
whipping. 

Note. — Extra single quotation marks are needed around "licking," 
as it is a c|uotatiou inside of a quotation. 

13. SIR WALTER RALEIGH. 

Walter Raleigh one day saw Queen Elizabeth hesitate at a 
muddy place in the road. Raleigh at once threw his velvet 
cloak down over the place for the Queen to walk on, and this 
act gave him her favor. 

His expeditions to America all failed. They, however, 
secured two important plants for the people of Europe, — the 
tobacco plant and the potato. Raleigh was one of the first to 
smoke tobacco in England. His servant entered his room one 
day while Raleigh was smoking, bringing a tankard of ale 
with him. He saw the smoke coming out of his master's 
mouth and threw the ale in his face. Then he rushed out to 
tell the household that his master was on fire. 

Definitions.— "Hesitate, " pause, stop in doubt. "Expedition," 
an attempt of a company to settle or explore. ' ' Tankard, ' ' a large 
drinking vessel. "Household," the people of the house. 

14. THE DEATH OF RALEIGH. 

King James, the successor of Queen Elizabeth, was not 
friendly to Raleigh, and kept him in prison. He was released 



53 

to point out a gold mine which he said was in Guiana. He did 
not find the mine, and on his return the King ordered him to 
be beheaded. He met death bravely. Before he laid his head 
on the block, he felt the edge of the ax and said smilingly, that 
it was a sharp medicine, but one which would cure the worst 
disease. As the executioner hesitated, Raleigh said to him, 
'' ' What dost thou fear ? Strike, man ! " So perished the brave 
Raleigh. 

Definitions. — "Successor," the person who holds an office after 
another. "Keleased, " set free. "Beheaded," killed by having the head 
cut off. ' ' Smilingly, ' ' with a smile. ' ' Executioner, ' ' the man who has 
to put prisoners to death. "Perished," died. 

15. "hats off." 

William Penn became a Quaker, and would not change his 
religion because he believed he was right. The Quakers, among 
other customs, refused to take their hats off to any one. 

One day, Penn had to visit King Charles II. at his palace 
to arrange some matters about Penn's new colony in America. 
He entered the room where the King was, and kept his hat on 
all the time. The King, with a smile, then took off his own. 

"Friend Charles," said Penn to the King, "why dost thou 
take oft' thy hat ? " 

"Friend Penn," said the King, "it is the custom of this 
place for only one man at a time to wear his hat. ' ' 

Definitions.— "Believed, " thought, considered. "Dost thou," do 
you. ' ' Custom, ' ' practice, habit. 

16. LADY YEARDSLEY 'S VISITOR. 

On Christmas eve. Lady Yeardsley, a New England col- 
onist, saw an Indian at the window. She did not dare show 
that she was afraid, but opened the door and bade him enter. 

The Indian told her he was a chief of the Roanokes, and 
that he had come a month's journey to bring his baby boy to 
her to get the white man's education. Lady Yeardsley took 
the child and made her visitor stay all night. 

On Christmas morning, she and her children went to 
■church and took the Indian with them. When the men saw 
the Indian, they seized their muskets, shouting, "A spy! a 
spy ! ' ' 

Lady Yeardsley would not let them shoot, and when she 
told his story, they became very friendly to him. Was he not 
a good father to wish to give his son an education ? 



54 

Definitions.— "Christmas eve," the night before Christmas. "Col- 
onist," one who goes to live in a strange land. "Spy," one who seeks 
to get knowledge of an enemy's position or condition. 

17. GO ABOUT YOUR BUSINESS. 

On the base of the old Temple Clock in London is carved 
the motto, "Go about your business." About two hundred 
years ago, a workman was employed to put a new face on the 
clock and he asked the city judges for a motto. They promised 
to give one, but they put him off from week to week. One day 
he found them at a public dinner, and again he asked them 
for a motto. The impatient judges said, ' ' Oh, go about your 
business." The clockmaker thought it was a good motto for 
such dawdlers, and there it is to-day. 

Definitions. — ' ' Base, ' ' bottom. ' ' Motto, ' ' a wise saying. 
"Dawdler," one who wastes time. 

18. A LESSON IN OBEDIENCE. 

Mr. Ruskin, the great English author, said the first lesson 
he learned was to be obedient. 

"One evening," he says, "when I was yet in my nurse's 
arms, I wanted to touch the tea-urn, which was boiling merrily. 
My mother bade me keep my fingers back ; I insisted on putting 
them forward. ' ' The nurse would have taken him away from 
the urn, but his mother said to let him touch it. Ruskin says 
he touched it, and received his first lesson in liberty. He says, 
' ' It was the first piece of liberty I got, and the last which for 
some time, I asked." 

Definitions. — "Author," one who writes a book. "Tea-urn," the 
metal vessel used to keep the tea hot. "Insisted," determined, held 
firmly to a plan. "Liberty," freedom. 

19. CANONICUS. 

Canonicus was the chief of the Narragansett Indians of 
Rhode Island in colonial times. He was very haughty, and 
sent to the governor of the little settlement at Plymouth a 
bundle of new arrows, wrapped up in a snake skin. "What 
does this mean?" asked the astonished governor of the Indian 
messenger. "It means war," yelled the man as he ran away. 
Governor Bradford was not so easily frightened. He took out 
the arrows, filled the skin with powder and bullets, and sent 
back this challenge of war to the Indian chief, thus declaring 
that if Canonicus came with arrows, the whites would come 



55 

with guns. There was no more trouble after the Indians re- 
ceived their answer. 

Definitions. — "Haughty,'' proud. "Astonished," surprised. 

20. A STORY OF GENERAL GOFPE. 

King Charles I. had been beheaded, and when his son, 
Charles II., became king, some years afterwards, he tried to 
seize the men who had condemned his father to death. Goffe 
was one of these men. He fled to New Haven, Connecticut, 
and found refuge with the minister, Davenport. AVhen King 
Charles II. sent to New Haven to arrest Goffe, Davenport 
preached a sermon to the people from the text, ' ' Hide the out ■ 
casts; betray not him that wandereth." The sermon had a 
great effect and Goffe escaped. 

Several years later, this same Goft'e saved the town of 
Hadley from capture by the Indians in King Philip's War. 
The Indians had almost taken the town when this aged man 
appeared, led the people to victory, and then suddenly dis- 
appeared. 

Definitions.— "Condemned to death," ordered to be killed. "Out- 
cast, ' ' a man without home or friends. ' ' Betray not him that wan- 
dereth, ' ' do not tell on the poor soul flying for his life. ' ' Aged, ' ' old. 
"Disappeared," went out of sight. 

21. TIME IS MONEY. 

One morning, while Franklin was getting his newspaper 
ready to be printed, a man came into his bookstore. After a 
long while, he picked out a book, and asked the shopboy its 
price. "One dollar," said he. "No less?" asked the man. 
"No, that is the price," answered the boy. 

The man went out and returned in about an hour. He in- 
sisted on seeing Franklin, although the boy told him Franklin 
was very busy. When Franklin came into the shop, the man 
held up the same book and asked its price. ' ' One dollar and a 
quarter," said Franklin. "Why, the boy said a dollar," ex- 
claimed the man. "True," said Franklin," but it is a dollar 
and a half now. The difference in price will not pay me for 
having to leave my work to see you. ' ' 

22. BENJAMIN WEST. 

Benjamin West was the great Quaker artist. Quakers did 
not approve of pictures, and Ben was six years old before he 
ever saw a picture of any kind. 



56 

When Ben was about seven years old, his married sister 
visited the family and the boy was left in charge of her sleep- 
ing baby for a while. The baby smiled in her sleep, and Ben 
drew the picture of the sleeping child. When his mother re- 
turned and saw the picture, she was so pleased at his skill that 
she threw her arms around him and kissed him. In after 
years, West said, ' ' A kiss from my mother made me a painter, ' ' 
The boy got his first colors from the Indians. To make his 
first brush, he cut the fur from the tip of the tail of his father's 
favorite cat. 

West later became a great painter, known all over the 
world. 

Definitions. — "Artist," one who paints pictures. "Approve of," 
like, think well of. 

23. BENJAMIN FRANKLIN AND THE BUTTONHOLES. 

Benjamin Franklin thought that every girl should know 
how to sew. One day he saw his daughter trying to make a 
proper buttonhole. She tried several times, but could not do 
it. Her father did not scold her nor reproach her for her 
failure. The next day, however, Franklin said to her, ' ' I have 
made an arrangement with my tailor to have j^ou go to him 
every day at a fixed hour. He will teach you to make button- 
holes." 

The girl went and learned, and to this day the girls of 
the Franklin family are all taught the art of making button- 
holes. Franklin, the great statesman, found time to be a good 
father, careful of his children's education. 

Definitions. — ' ' Proper, ' ' correct. ' ' Eeproach, ' ' rebuke, scold, 
' ' Statesman, ' ' a man who attends to the affairs of the nation. 

24. CURING A BAD TEMPER. 

The young grandson of Louis XIV., King of France, had 
a fine disposition, except that he had a violent temper. His 
teacher, Fenelon, determined to cure him. One day, a servant 
accidentally offended the young Prince, and in his rage he 
injured the servant. Fenelon then called all the other ser- 
vants into the room, and bade them look at the angry Prince. 
He said to them, "You see before you the future king of 
France. Yet when he becomes so angry, he has no command 
over himself, and is like one who is out of his senses. There- 
fore, when he falls in such a temper, you must treat him as in- 
sane, until I tell you he has again control over himself." 



57 

After being treated this way a few times, the Prince saw 
his error, and conquered his temper. 

Definitions. — "Violent, " fierce. "Accidentally," not purposely, 
by accident. "Offended," annoyed, made angry. "Future king," the 
next king, the king of a time to come. "Insane," crazy. "Error," 
mistake, failure. ' ' Conquered, ' ' mastered. 

25. WHY GRANT DID NOT SWEAR. 

A friend once said to Grant, "General, it seems strange 
that you have gone through all the rough and tumble of army 
life, and have never been provoked into swearing a single 
oath." Grant in reply said, "When a boy, I disliked to hear 
swearing, and when a man, I saw how foolish it was. I always 
noticed that swearing helps to rouse a man's anger. When a 
man gets into a passion, his enemy, who keeps cool, always gets 
the best of him. In fact, I see no use in swearing." 

26. A STORY OF Newton's boyhood. 

Sir Isaac Newton was a great scholar and the most learned 
Englishman of his time. When a boy, for a while he was very 
idle and was at the foot of the class. One day the head boy 
kicked him violently, causing severe pain. When school was 
dismissed, Newton challenged the boy to fight. Although not 
equal to the other boy in strength, Newton won the fight by 
his courage, and felt very proud over his victory. 

The next morning, however, when the other boy took the 
head seat and Newton the tail seat, he felt ashamed that his 
enemy should be so much higher in rank. From that day on, 
Newton began to study, and soon made himself the head of his 
class. 

Definitions. — "Learned," wise. "Violently," with great force. 
' ' Eank, ' ' order. 

27. THE BOSTON BOYS. 

Boston Common had fine coasting and sledding in winter. 
The British soldiers were quartered on this common at the be- 
ginning of the Revolution, and annoyed the boys by spoiling 
all their pleasure on the ice. At last the boys decided to tell 
General Gage, the British commander, about it. "Who sent 
you here ? Have your rebel fathers been teaching you, too, to 
rebel?" asked Gage. "Nobody sent us, sir," said the boys. 
"Your soldiers will not let us skate on the pond nor coast on 
the hill." 



58 

The genei-al laughingly said, "Very well, my lads, I 
promise voii my soldiers will not trouble you again. You are 
plucky little fellows, and you shall have your coasting and 
skating. ' ' 

The boys thanked him heartily for being so kind, and 
ran off. 

Gage told the story to another officer and said that even 
the children in America drew in the love of liberty in the air 
they breathed. 

Defijjitions.— "Coasting, " sledding down a hill. "Quartered," 
placed, located. * ' Eebel, ' ' one who ref iises to obey. ' ' Plucky, ' ' brave. 
* * Heartily, ' ' warmly. 

28. A LESSON IN MANNERS. 

General Lee, the great Southern general in the Civil War, 
was once in a car going to Richmond, Virginia. He had a seat 
at the extreme end, and the other seats were filled with officers 
and soldiers. 

A poor old woman entered the car some time later, and 
finding no seat, she walked through the car imtil she reached 
General Lee. He at once arose, and gave her his seat. In- 
stantly the other officers rose to offer him their seat, but he 
refused to accept any, saying, "No, gentlemen, if there is no 
seat for the infirm old woman, there can be none for me. ' ' The 
officers looked much ashamed at their general's rebuke, and 
quickly left the car, one after another. 

Definitions.— "Extreme end," the very end. "Instantly," at 
once, immediately. ' ' Eef used to accept any, ' ' would not take any. ' ' In- 
firm, " weak, sickly. 

29. THE WATCH OF THE TRUSSIAN SOLDIER. 

A Prussian soldier, who had no Avatch, wore a bullet fast- 
ened to a cord which hung from his vest pocket as a watch 
chain. King Frederick had been told of the soldier's van- 
ity. Wishing to ridicule him a little for it, one day he stopped 
in front of him and asked him to tell him the time by his watch. 
The soldier drew the bullet from his pocket, and said, "Your 
]\Iajesty, my watch does not tell the time, but it tells me I must 
always be ready to die for you." The King was so pleased at 
the reply, that he drew his own watch out, and presented it to 
him. 

Definitions. — "Prussia, " a eouatry in Germany in Europe. "Eid- 
ieule, ' ' make fun of. ' ' Your Majesty, ' ' words used in speaking to a 
king. * ' Presented, ' ' gave. 



59 

30. A STORY OP .ESOP. 

.Esop, the great writer of fables, was once going into 
a little town. On the way, he met a traveler who asked how 
long it would take him to reach the town that they could see 
in the distance. ' ' Walk, ' ' said .Esop. 

' ' I know I must walk to get there ; but in what time can I 
reach it?" said the traveler. .Esop again said, "Walk." 

The traveler then decided the other nuist be crazy and 
started off on his journey. 

After a few minutes, 3]s()p called after him, "You will 
get there in two hours." 

The traveler then exclaimed, "If you know now, why 
didn't you tell me before?" .Esoj) replied, "How could I tell 
hoAV long it would take you when I did not know how fast you 
could walk?" 

31. BENJAMIN FRANKLIN AT THE INN. 

When Franklin was a young printer, he had to go once 
from Philadelphia to Boston. On the long journey, of course, 
he stopped at various inns. At one of these inns he found 
the landlord was very inquisitive. He knew that if he an- 
swered one question he would have to answer twenty, at least. 
Therefore, to end the bother, he asked the landlord to bring 
in his wife, his children and the servants. When all were 
there, Franklin said, ' ' I sent for you to tell you about myself. 
My name is Benjamin Franklin ; I am a printer, nineteen years 
of age ; I reside in Philadelphia and I am going to Boston. If 
you want to know anything else, ask now, and then permit me 
to eat my supper in peace." 

Definitions.— "Various, " different. "Inn," a country hotel. 
' ' Landlord, ' ' inn keeper. ' ' Inquisitive, ' ' curious, anxious to know other 
people's affairs. "Eeside, " live. "Permit," allow. 

32. ABSENCE OP MIND. 

Sir Isaac Newton, the great English scientist, was often 
so busy with his studies, that he thought of nothing else. 

One morning he had a very difficult problem to study, and 
would not leave it to go to breakfast. A servant was sent to 
his room with an egg and a saucepan of hot water. Newton 
wished to be alone, so he sent the servant out, telling her he 
would cook the egg himself. After telling him to boil it for 
three minutes, she went out of the room. Fearing he might 



60 

forget, she returned soon after and found him standing by the 
fire-side, with the egg in his hand and the watch boiling in the 
saucepan, quite unaware of his mistake. 

Definitions.— "Scientist, " one who studies a science, as the study 
of the stars, of the human body, etc. ' * Unaware, ' ' not knowing, ignorant 
of. 

33. A STORY OF GENERAL GRANT. 

When the Civil "War broke out in 1861, Grant was in the 
leather business at Galena, Illinois. He soon enlisted, as he 
had been educated as a soldier at West Point. Soon he was 
made Colonel of the Twenty-first Illinois Regiment of Infan- 
try. This was a very disorderly regiment whose former Col- 
onel had not been able to control them. When Grant appeared 
before his men, he looked so shabby and seemed so shy that 
they jeered at him. "Speech! Speech!" they cried. Grant 
simply said, "Soldiers, go to your quarters." 

His tone was so commanding that they had to obey, and he 
soon brought them into order and obedience. 

Definitions. — ' ' Enlisted, ' ' volunteered as a soldier or sailor. 
"Eegiment, " a body of soldiers commanded by a colonel. "Shy," 
timid. ' ' Jeered, ' ' mocked, sneered. ' ' Quarters, ' ' lodging. ' ' Tone, ' ' 
sound of the voice. 

34. GENERAL GEORGE ROGERS CLARK. 

Colonel Hamilton with his British soldiers and his In- 
dians determined to drive the Americans out of the West dur- 
ing the Revolution. General Clark with about one hundred 
and fifty men started from Virginia to fight the British. 

After much difficulty, Clark and his men reached Fort 
Kaskaskia in Illinois, on the fourth of July, 1778. It was night, 
and the British soldiers were having a dance in the fort. Clark 
quietly entered the room and the dance ended in terror at the 
sight of him. Clark stood still by the door and said to them, 
"Go on with your fun; only remember you are dancing now 
under the flag of Virginia, and not under that of Great 
Britain. ' ' Was not this an odd way to capture a fort ? 
Definitions. — "Terror, " fear. "Great Britain," England. 

35. THE CAPTURE OF PORT VINCENNES. 

Fort Viucennes was in Indiana, about one hundred and 
fift}^ miles from Fort Kaskaskia. In winter, Clark and his 
little army of one hundred and seventy men decided to set out 



61 

on this long journey. Much of the way was over what are 
called "The Drowned Lands," and the Americans for a week 
had to wade through icy water, two feet deep. When near 
the fort, they had to wade again for four miles. The wearied 
men could scarcely go forward, but when Clark ordered the 
first one killed that refused, they dragged themselves over. A 
battle was fought, and Clark took Fort Vincennes, and hoisted 
the American flag over it in triumph. 

If it had not been for Clark, we should never have ob- 
tained all the great region along the Ohio. 

In 1812, Virginia presented a sword as a present to Clark, 
In replying to the presentation speech, Clark said, "When Vir- 
ginia needed a sword, I gave her one. I am too old and infirm, 
as you see, ever to use a sword again, but I am glad that my 
old mother state has not forgotten me. ' ' 

This great man died in great poverty in 1818, and his 
humble grave is marked only by a little headstone bearing the 
letters "G. P. C." 

Definitions. — "Decided," made up his mind. "Wearied," tired. 
"Scarcely," hardly. "Hoisted," raised. "Triumph," joy over a vic- 
tory. 

36. ANDREW JACKSON AND HIS MOTHER. 

Andrew^ Jackson, who later became President of United 
States, was the son of a poor settler in North Carolina. 

The Revolution was being fought when he was a boy, and 
he was taken prisoner by the British. The commander ordered 
Andrew to clean his boots for him, and Andrew refused, say- 
ing he was a prisoner of w^ar and had no right to be made to 
clean boots. The officer then drew his sword in a rage, and 
gave him a severe cut on the head. When he took the small- 
pox, his mother secured his release. This good women met 
her death while nursing the American prisoners in the filthy 
prison-ships in Charleston harbor. Andrew never forgot her 
teachings, however, and years after, Jackson used to say he 
won all his success by following the teachings of his "good old 
mother. ' ' 

Definitions. — "Settler," one who goes to live in a wild country. 
" Eevolution, " the war which began in 1776, and brought United States 
freedom from England. "Filthy," dirty. 

37. DANIEI; BOONE. 

Daniel Boone was a famous hunter and pioneer in our 
early history. 



62 

Some words he cut on a tree in Tennessee, years ago, tell 
us he was a better hunter than speller. The words are, "D. 
Boon killed a bar on this tree in the year 1760. ' ' 

Boone was the first to explore Kentucky, going there in 
1769. Several years later (1775) , after making a path through 
the dense forest, he and a party of settlers built a fort at 
Boonesborough in central Kentucky. Once the Indians cap- 
tured him and several companions. They sold his companions 
to the British, but refused to part with Boone, and adopted 
him as a member of their tribe. Boone lived as one of them, 
but at last managed to escape and get back to Boonesborough. 
Another time, a few years later, four armed Indians sur- 
roimded the barn where Boone was drying his tobacco crop. 
They thought they had him, surely. Boone, however, dashed 
on them with his arms full of tobacco, and filled their eyes and 
noses with the stinging dust, nearly blinding them, and thus 
escaped. 

This great explorer and hunter did much to open up the 
state of Kentucky to civilization. 

Definitions. — "Pioneer, " a settler in a new country. "To ex- 
plore, ' ' to examine a land or region. 

38. DAVY CKOCKETT. 

Another famous hunter was Colonel David Crockett of 
Tennessee. He was a fine shot and rarely missed his aim. They 
tell a story of a coon or raccoon that was up a tree when he 
aimed at it from below. The coon said, "Don't shoot, colonel. 
I'll come down, as I know I'm a gone coon." 

Crockett's motto was, "Be always sure you're right, then 
go ahead!" 

Crockett died bravely in the Alamo in 1836. This 
fort was in Texas, and Colonel Travis with Crockett and 
one hundred and fifty brave Americans held it against an army 
of Mexicans during a terrible siege of about two weeks. Finally, 
the Mexicans attacked the fort with overwhelming numbers, 
and took it when only six of the garrison were left, Crockett 
being one of the six. Santa Anna, the Mexican general, had 
these six killed. "Remember the Alamo" became a war cry 
when the Texans fought and won their fight for independ- 
ence from Mexico. 

Note. — Accent "Alamo " on the first syllable. 



G3 

39. FRANKLIN AND WHITEFIELD. 

Whitefield, the great English preacher, once addressed an 
audience in Philadelphia on the needs of an orphan asylnm in 
Georgia. Franklin was in the audience. He said he did not 
approve of Whitefield 's plan, as he thought it would be cheaper 
to bring the children to a Philadelphia asylum. Franklin had 
some coppers in his pocket, besides some silver and gold coins. 
When the sermon began, Franklin said, "I resolved he should 
get nothing from me as collection. As he proceeded, I began 
to soften, and concluded to give the coppers. Another stroke 
of his oratory made me determined to give the silver. Finally, 
I emptied my pocket, gold and all, on the plate. ' ' 

Definitions.— " Addrepged," gpoke to. "Audience," a number of 
people gathered for a lecture or concert. ' ' Orphan, ' ' a child ^vithout a 
father or mother. ' ' Approve of, ' ' favor, believe in. ' ' Resolved, ' ' de- 
termined, decided. ' ' Proceeded, ' ' went on. ' ' Concluded, ' ' decided. 
' ' Oratory, ' ' fine speaking. ' ' Finally, ' ' at last. ' ' Plate, ' ' collection 
plate. 

40. "helping ZEKE." 

Daniel AVebster's father once had to go to town for a week. 

Before leaving, he gave orders to his two sons, Ezekiel and 
Daniel, to mow a certain field. After their father left, the boys 
went to look at the field. "We can easily do that in three 
days," said Ezekiel, and away they went to play. 

When three days were ended, they went again to the field, 
and thinking it was impossible to finish it on time, they decided 
not to do any of it, and went out to play again. 

W^hen the father returned and saw the work undone, he 
was very angry and called the boys before him. "Ezekiel," 
said he, "what have you been doing all week?" "Nothing," 
answered Zeke, trembling before his angry father. "Daniel, 
what have you been doing '? ' ' said the father. 

"Helping Zeke," said Dan. 

The father was so amused at the reply that the boys es- 
caped the deserved whipping. 

41. THE TWO PUMPKINS. 

In New England, in colonial days, the Indians Avere very 
dangerous neighbors. 

Prudence Place and her sister Endurance were the chil- 
dren of a farmer who lived in a log cabin in a clearing in New 
Hampshire, almost two hundred years ago. Their parents had 



64 

gone visiting for the day, leaving the two girls at home. After 
the girls had gathered in the pumpkins from the field, they 
had a little fun cutting two of them into Jack-o'-lanterns 
with hideous faces. They stuck candles inside and intended 
to put them at the window, to amuse their parents when they 
came home that night. As night came on, Prudence saw three 
Indians prowling around. The girls were frightened, for they 
had no way of protecting themselves. Suddenly they thought 
of the Jack-o'-lanterns. As soon as it was dark, they heard 
the stealthy steps of the Indians in the garden. The girls at 
once lighted the candles in the Jack-o'-lanterns and thrust the 
heads on a pole, so that the Indians saw the horrible faces. The 
Indians gave one yell of terror and fled, never venturing near 
that cottage again. 

Definitions. — "Clearing, " a farm formed in a forest by removing 
trees. "Hideous," horribly ugly. "Protecting," defending, guarding. 
' ' Stealthy, ' ' very quiet, almost silent. ' ' Venturing, ' ' daring. 

42. HOW JACKSON ENTERED WEST POINT. 

"Stonewall" Jackson was the greatest soldier of the South 
next to General Lee. 

As a boy, he had a great desire to go to West Point. He 
learned of a vacancy in his district, and started to go to Wash- 
ington, three hundred miles away, to ask the Congressman 
from his district to appoint him. Part of the way he rode on 
horseback, and part he walked. He had to hurry, for if he did 
not get there in two weeks, his Congressman could not fill the 
place, but the appointment would be made by the Secretary 
of State. Jackson reached the capital late at night, and went 
at once to see his Congressman. "I'm afraid you're too late, 
Tom. The position passed into the hands of the Secretary this 
day." 

"The day isn't over till midnight," said Jackson. "It is 
hardly eleven o'clock yet." The Congressman saw he was in 
earnest, and late as it was, went with him to the Secretary, and 
secured the place for him. 

Jackson went to West Point and graduated with honor. 
Definitions.— "District, " each district in a state elects one Con- 
gressman. ' ' Appoint, ' ' select for an office or position. ' * Appointment, ' ' 
selection, the choosing of a man for a place. "Secured, ' ' obtained. 

43. GENERAL CUSTER AND THE BIRd's NEST. 

General Custer was a famous Indian fighter in western 
United States, years ago. He was riding one day over the 



G5 

plains at the head of a column of men, and suddenly wheeled 
his men aside to the right. Those in the rear were curious to 
know why the line had changed its direction, and when they 
neared the place, they looked carefully to see. What do you 
think it was "? It was a bird's nest, full of tiny eggs, lying there 
in the desert. Custer had turned a whole company of soldiers 
aside to save the nest of the bird from destruction. 

Definitions. — "Eear," back. "Curious," anxious to know. 

COMPOSITION WORK. 

PICTURE WORK. 

Write descriptions or compositions based on the study of 
the following Perry pictures: — 

1. "Landing of the Pilgrims"— 1332— Rothermel. 

2. ' ' Can't You Talk ? ' '— 1063-Holmes. 

3. "Lessons in Boat Building"— 3185— Bacon. 

4. "Composition Day"-1085 C-Geoffrov. 

5. "Robin Redbreast"— 3156— Munier. 

6. "Saved"— 893— Landseer. 

7. "A Helping Hand"— 596— Renouf. 

8. "The Blacksmith"— 534— Frere. 

9. "Two Mothers and Their Families"— 3194— Gardner. 
10. "Shepherdess Knitting"— 516— Millet. 

INFORMATION FOR COMPOSITION WORK. 

1. Plant Life in the Different Regions of the Earth. 
The distance from the Equator, the elevation of the land, and 
ocean currents are the chief causes of differences in climate. 

It is the climate of a place, usually, that decides its plant 
and animal life. 

We can divide plant life into three zones or belts:— 

I. In the northern and southern parts of the earth, the 
climate is bitterly cold, giving us the two cold belts. The soil 
is frozen the greater part of the year and covered with snow. 
Hence there is little vegetable life except dwarf birches and 
willows, a few inches high, and mosses and lichens which grow 
on rocks and stones, covering them gradually. 

The hot summer sun melts the snow, and in a few weeks 
the Arctic slopes are bright with poppies or covered with 
orange and gray lichens. 

If we ascended a mountain in the Torrid Zone, we should 
find the plants change from the tropical vegetation at the base, 



66 

to lichens, mosses and dwarf trees toward the top. The sum- 
mits of high mountains even in the Torrid Zones are covered 
with perpetual snow. 

II. The cool or temperate belts come next to the cold 
belts. In the colder part, just next to the cold belts, we 
find forests of cone-bearing evergreen trees, such as 
pine, fir, hemlock, spruce and cedar. Next to this come the 
forests of oak, maple, walnut, chestnut, etc., which drop their 
leaves in winter. Many food plants are found in the cool belts, 
such as wheat, oats, corn, barley, rye. Fruit trees and the flax 
plant, from whose fibres we make linen cloth, are other valuable 
plants here. 

In the warm part of the cool or temperate belt we find 
cotton and rice. 

III. The region near the Equator is called the torrid belt, 
sometimes called ' ' the belt of palms. ' ' There we have the cocoa 
palm, the date palm, india rubber, bananas, sugar-cane and 
coffee. Cotton and rice also grow in this region. From tropical 
Asia we get the spices, cloves, nutmegs, cinnamon and pepper. 

Definitions.— "Elevation, " height. "Chief," most important, 
main. ' ' Decides, ' ' settles, determines. * ' Fibres, ' ' thread-like parts of 
a plant. 

(a) Complete these sentences: The chief differences be- 
tween the vegetation in Polar regions and that in 

the Torrid Zone are as follows : 

In ascending a mountain peak in Mexico, we . 

Cotton and sugar are not grown in Maine because 



(b) Write a composition on "Wheat," on "Trees," on 
"Cotton," on "Tropical Vegetation." 

2. Annual Life in the Different Regions of the Earth. 
We can divide the animal life of the earth into three great 
climatic belts. 

I. In the cold belt, Avhere there are few plants, we find few 
land animals. The little white fox, the Arctic hare, the rein- 
deer or caribou, and the polar bear are the chief Arctic land 
animals. Except the reindeer, all Arctic land animals are 
white, in order to conceal them from their enemies or their 
prey, in that land of snow. 

In the icy waters live the enormous whale, the walrus and 
the valued seal. 



67 

II. In the cool or temperate regions we find domestic ani- 
mals chiefly. In the pine-forest region in America, Europe 
and Asia, we find millions of fur-bearing animals, such as the 
I)eaver, the sable, the ermine, and the otter. The strongest and 
iiercest animal of the temperate region is the grizzly bear of the 
Eocky Mountains. 

III. In the torrid belt there are many wild animals, fierce 
and powerful. They usually make their homes in the dense, 
tropical forests. 

In tropical Africa, we find the immense j^orilla, or man- 
like ape, the lion, the long-necked giraffe, the man-eating croc- 
odile, and the huge, thick-skinned rhinoceros with the horned 
nose. The camel is the most valuable animal of desert Africa, 
I)earing heavy loads across the hot deserts without drinking for 
three or four days at a time. In tropical Asia, we find the 
"buffalo, the elephant, the tiger and the crocodile. Both the 
elephant and the buffalo have been tamed, and used as beasts 
of burden. 

In tropical South America, in the selvas, live the immense 
boa-constrictors, the fierce jaguars, the timid tapirs, the arma- 
dillos with bony armor, the alligators, and the sloths, passing 
their lives hanging by their toes from tree branches. 

Definitions. — "Climatic," pertaining to climate. "Fur-bearing," 
covered with fur. 

(a) Complete these sentences : — 

Some carnivorous or flesh-eating animals are 

There are fewer wild animals in the Temperate Zone 

because . 

The animals especially valuable to Eskimos are 

The Creator has fitted the polar bear for its life in 

Arctic regions by 

(b) "Write a composition on "Some Northern Animals," 

on "Tropical Animals," on "The Elephant," on 
"Bees," on "Beavers," on "Seals," on "The Ani- 
mals of the Andes. ' ' 
3. The Moon. 

The diameter of the moon is about two thousand miles, 
while the earth's diameter is almost eight thousand miles. 

The moon is over two hundred thousand miles away from 
the earth. The moon revolves around the earth in a path 
called its orbit, and it takes about a month for the moon to go 
around the earth. 



68 

The moon is not like the sun as it has no fire, but is cold 
and dead. It gives us light only because it reflects the light 
of the sun. Half of the moon is dark, therefore, and half is 
light. 

When the earth, moon and sun are nearly in a straight 
line, with the moon between the earth and the sun, of course 
the side of the moon toward the earth gets no sunlight and is 
therefore dark and invisible. When the moon has moved so 
that we can see a faint line of light, we call it a crescent or new 
moon. In a week, the moon passes through quarter of its path 
or orbit around the earth, and the light part seen becomes 
larger. It is then at the first quarter. In another week, the 
moon has traveled around half of its orbit, and is opposite to 
the earth. We now see the whole side lighted up by the sun, 
giving us full moon. 

The lighted part which we see decreases now, as it goes on 
round the other half of its orbit, becoming quarter moon again, 
and at last disappearing. 

The moon has many mountains, some being quite high. 
No one lives in the moon, as there is no air, water or vegetation 
there. 

Definitions. — "Eevolves, " turns around, moves in a curved line 
around a central object. "Eeflects, " throws back, as a mirror. 
"Decreases," grows less, diminishes. 

(a) Complete these sentences : — 

The orbit of the moon is simply the curved . 

The moon differs from the sun in being . 

As the moon has no air or water 

At full moon, the earth is in a line between the sun 
and the moon, and the sun is able to 

(b) Write a composition on "The Moon." 

4. The Heavenly Bodies. 

The sun is the earth's source of light and heat, although 
it is about ninety-three million miles (93,000,000) distant from 
us. Without the sun, all life on the earth would cease. Around 
this sun the various planets revolve, the earth taking one year 
for its revolution around the sun. All the planets, like the 
earth, shine by light reflected from the sun. 

The planets vary in size, the largest being Jupiter and 
Mercury being smallest. If we represented the sun by a globe 
two feet in diameter, on the same scale the earth and Venus 
would each be represented by a pea, while Jupiter would be 



69 

represented by a small-sized orange. These planets are seen 
by us at night, and look much like other stars. They are very 
different, however, from stars, for the stars are really suns, 
each shining by its own light. 

The stars are separated from us by immense distances. Light 
travels about one hundred and eighty-six thousand (186,000) 
miles per second. It takes about eight minutes for the light 
to travel from the sun to the earth, but it takes over four years 
for light to travel from the nearest star to the earth, for that 
star is over two hundred and fifty thousand (250,000) times 
as far from the earth as the sun is. 

The Pole Star is so far away that it takes over forty-five 
years for its light to travel to the earth. Do not these awful 
spaces show us how wonderful God's power is? 

Constellations are groups of stars, named long ago because 
they resembled certain objects. The Dipper is a group of 
seven stars about the North Star (Pole Star). The two stars 
making the side of the dipper opposite the handle, point to the 
North Star, being in a straight line with it. The Pleiades are 
a cluster of faint stars, resembling a butcher's cleaver in shape. 
Orion is a very bright constellation. Its chief stars form the 
four corners of an oblong, and inside this oblong is a slanting 
line of stars. The Milky Way is a whitish line extending 
across the sky from northwest to southeast. This Milky Way 
is composed of millions of stars too far away to be seen clearly, 
unless with a powerful telescope. 

Definitions. — ' ' Constantly, ' ' always, continually. ' ' Scale, ' ' size, 
measurement. ' ' Second, ' ' one-sixtieth of a minute. ' ' Eesembled, ' ' 
looked like. ' ' Objects, ' ' things. ' ' Cleaver, ' ' a kind of axe. ' ' Com- 
posed, ' ' made up of. ' ' Telescope, ' ' an instrument by which we see the 
<listant heavenly bodies more clearly. 

(a) Complete these sentences : — 

Although the sun is , it gives us 

The planets look like stars, but they are entirely dif- 
ferent, as 

Sailors used to steer their vessels by 



(b) Write a composition on "The Sun," "The Stars." 

5. Air. 

Our atmosphere is composed mainly of two gases, nitrogen 
and oxygen. There is also water vapor in the air and a small 
amount of another gas, called carbonic acid gas. This gas is 
poisonous in large quantities. Oxygen is the life-giving part 



70 

of the air, and forms about one-fifth of it. The water vapor 
is also absolutely necessary to the existence of life. When it 
is condensed by cold, it gives us clouds, rain, snow, etc. 

Animals breathe in oxygen and breathe out carbonic acid 
gas. ' Plants do just the reverse, taking carbonic acid gas in, 
and giving oxygen out. Hence trees and other plant forms 
help to keep the air fit for man to breathe. 

Wind is air in motion. How is this motion brought about ? 
Have you never noticed the hot air rising from a stove? The 
heated air from a stove or fire rises because it has been made 
lighter in weight by the heat. The heavier cold air rushes to 
the bottom of the room and keeps forcing the lighter, hot air 
upward. 

What happens in a room is what occurs in the outside at- 
mosphere. The hot portions of the earth warm the air and 
make it lighter. The heavier cold air flows down and forces 
up the warm air, making currents that we call wind. 

Winds have three uses : (1) They supply man with pure 
air, for if the air stood still it Avould become impure, as stag- 
nant water does. (2) Winds bear vapor to the land, watering* 
the earth, and making it inhabitable. (3) They regulate the 
temperature by carrying heat away from the hot regions to the 
colder, and by bringing cold air from the colder regions to the 
w^armer. 

Definitions. — "Atmosphere, " the air. "Vapor," a form of water 
resembling steam. * ' Increased, ' ' made greater. ' ' Condensed, ' ' made 
closer. (If a cold plate were placed against a current of steam, the cold 
would condense the steam into drops of water.) "Eeverse, " opposite. 
' ' Stagnant, ' ' impure from standing still. ' ' Inhabitable, ' ' able to be 
inhabited or lived in. ' ' Eegulate, ' ' to put in order, to fix by rule. 

(a) Write a composition on "Winds," on "The Atmos- 
phere. ' ' 

6. Forms of Water in the Air. 

The water vapor of the air is necessary to sustain life. It 
is invisible but always present in the air. From every surface 
of water, and from ice and snow, water vapor is constantly 
taken up into the atmosphere by a process called evaporation. 
It is by evaporation that wet clothes become dry when hung 
on the line. This evaporation occurs on a large scale over the 
surface of lakes, rivers and oceans, giving the air its moisture. 

When the invisible vapor enters a colder region, it is con- 
densed into dew, fog, cloud, rain, hail or snow. All these are 



71 

simply water in different forms. Dew is deposited on the 
leaves and grass on clear nights, when the plants are cooler 
than the air around, and so condense the air's moisture. Hoar- 
frost or frost is simply frozen dew. Fog or mist is the water 
vapor cooled to such a point that it becomes visible as fine 
watery particles in the air. Clouds are only masses of fog or 
mist floating high in the air. Both clouds and fogs consist of 
tiny drops of water. When the cloud's tiny drops are chilled 
and condensed still more, they unite, increasing in size until 
they become too heavy to float, and then fall as rain. When the 
moisture falling from the clouds is frozen, it forms into flakes 
called snow. 

During a rain, we sometimes see a rainbow, which is an 
arch of seven colors in the sky. When the sun appears during 
a shower, the drops separate the sunlight into its seven colors, 
just as a glass prism will throw the colors of the sunlight on a 
wall. 

Definitions.— "Invisible," hidden. "Constantly," always. "De- 
posited," placed, put. "Particles," very small pieces, little bits. 
"Tiny," very small. 

(a) Complete these sentences:— 

Some forms taken by the moisture of the air are 

The seven colors of the rainbow are 

The air obtains its moisture by 

(b) Write a composition on ''Fog," on ''A Rainstorm." 

7. The Uses of Water. 

Both the animal and vegetable world require water to sus- 
tain life, and this water comes from the moisture of the air. 
The salt water of the vast oceans is valueless for drink or for 
plant nourishment, until, by evaporation, the sun has drawn 
up pure water, leaving the salt behind. 

The rains give life to the crops, for without them the earth 
would be a desert. Again, the rains wash the air, making it 
pure. They also break up rocks by penetrating into cracks, 
thus forming soil or earth from these rocks. 

Rains also fill the rivers. 

Snow, in winter, covers the earth like a blanket, protect- 
ing the roots of the plants below from the cold. The melting 
snows aid the rains in forming the rivers, so useful to man. 
Rivers carry soil from one place to another, as the Nile, by its 
overflowing, gives fertile soil to Egypt. They with the oceans 



are valuable to man's commerce, bearing his ships and his 
products from place to place. 

If we look back into the past history of our earth, before 
man lived on it, we shall see what a great influence water had. 
Water in ancient days covered great portions that now are 
land. Thus, geologists tell us that a place near Philadelphia, 
called "the Rocks," was once covered by the waves of the 
Pacific Ocean. 

The present shape of the continents is partly due to the 
action of waves, wearing away the land in some places and de- 
positing the soil in others. 

The coal we burn to-day was formed in those ancient 
days by the aid of water. When the luxuriant ancient vegeta- 
tion was flooded with water, it decayed below it, and by the 
powerful pressure of the mass above it, coal was formed. 

Definitions.— "Sustain, " keep alive, support. "Various," differ- 
ent. "Nourishment," food. "Penetrating," entering into, piercing. 
"Influence," power. "Geologist," one who studies rocks or minerals. 

(a) Write a composition on "Rain," on "Rivers," on 
"Coal." 

8. Heat. 

Originally, the earth was a molten, heated mass. Gradu- 
ally, the surface of the earth cooled, though the interior is still 
very hot, as we know from the melted rock or lava from vol- 
canoes. 

The outside crust of the earth is not heated from within, 
but from the sun. This heat varies according to the position 
of the earth in its revolution around the sun, being greatest in 
summer, and least in winter. So, too, the heat is greatest in 
the Torrid Zone. 

No plant or animal life would be possible without the heat 
of the sun. Therefore, where the heat is greatest, as in the 
Torrid Zone and during the summer of the Temperate Zone, 
we find the most vegetation. Winter in the Temperate Zone 
and the Polar regions show little or no vegetable life because 
there is not enough heat to support it. 

Definitions.— "Originally, " at first. "Molten," melted. "In- 
terior," inside. "Volcano," a mountain throwing out lava or melted 
rock. ' ' Eevolution, ' ' turning around. ' ' Luxuriant, ' ' very abundant. 

(a) Complete these sentences: — 

We loiow that the interior of the earth is hot by . 

The Frigid Zone is cold because 



73 

(b) Write a composition on "Heat," on "Winter." 

9. The Thermometer. 

A thermometer is an instrument by which we can learn 
the temperature of the. atmosphere. It consists of a small glass 
bulb from which leads a tiny glass tube, closed at the upper 
end. Before closing the tube, mercury or quicksilver was put 
in the bulb and heated. The mercury rose to the top, drove 
out the air, and the top was then sealed by melting the glass. 

When the atmosphere is cold, the mercury contracts or 
shrinks, falling toward the bottom of the tube. When the 
weather is hot, the mercury expands and rises toward the top 
of the tube. 

Our thermometers use Fahrenheit's scale, which puts the 
freezing point of water at 32° and the boiling point at 212°. 
We find where the mercury stands when plunged into melting 
ice, and mark that 32°. Then we put the thermometer into 
the steam from boiling water, and we mark the point to which 
the mercury rises at 212°. The space between is divided into 
one hundred and eighty equal parts, called degrees. 

On very cold days the thermometer marks below zero, 
while on hot summer days, it rises to 95° and over. 

Definitions.— "Sealed, " shut close. "Zero," cipher, nought. 

(a) Complete these sentences : — 

When the temperature is 98°, it means the mercurv stands 

at 98° above . 

If a thermometer were taken from freezing water and 
put into boiling water, the mercury . 

(b) Write a composition on "The Thermometer." 

A GREAT PAINTER. 

Jean-Francois Millet was the greatest French painter of 
the nineteenth century. His parents were poor peasants, hav- 
ing hard work to raise enough from their fields to keep them. 

Millet's grandmother was very fond of her strong, hand- 
some, little grandson, and trained him early to see the beauties 
of nature around him. Every morning she would waken him 
gently, saying, "Wake up, my little one. You do not know 
how long the birds have been singing the glory of God." 

Notwithstanding the family 's poverty, the boy received an 
education and was sent to Paris, the capital of France, to learn 
to become a painter. He had to struggle hard to keep himself, 



74 

even after he became an artist. At first he had only a little 
three-roomed house, and to support his wife and family, he had 
to tend to his little farm in the mornings, and paint in the af- 
ternoons. 

People at last learned his greatness, and his paintings be- 
came known all over the world. 

His "Shepherdess Knitting" is a beautiful painting. It 
shows a wide grassy plain, with a shepherdess knitting as she 
walks before her flock. The sheep are eating the fresh grass, 
while the watchful shepherd dog stands guard a little distance 
away. Everything in the picture speaks of the quiet and peace 
of the country. 

]\Iillet's "Angelus" is his most famous picture. This 
shows two peasants, a man and a woman, who have just 
stopped work in the fields a moment, to pray as the Angelus 
bell rings at sunset. 

(a) Write a composition on "Millet and His Paintings." 

A GREAT POET. 

Henry "W. Longfellow is one of the great American poets. 
He was born in Portland, Maine, a city which he afterwards 
described in a poem as 

"the beautiful town 
That is seated by the sea. ' ' 

He was a very well educated man, and became a professor 
at Harvard University. His house at Cambridge, near the 
University, was Washington's headquarters early in the Revo- 
lution. 

His poems are very dear to us. In "A Psalm of Life," 
he shows us what should be our aim in life. His "Hiawatha" 
is a fine description of Indian life. ' ' Evangeline, ' ' one of his 
long poems, tells a story connected w^ith the cruel banishment 
of the French from Acadia. "The Day is Done," and "The 
Building of the Ship" are fine poems. 

Longfellow loved children, as his beautiful poem, "The 
Children's Hour," shows. The children also loved the poet. 
On his seventy-second birthday, the school children of Cam- 
bridge gave him an armchair, made of the wood di the tree 
Longfellow mentioned, when he said in "The Village Black- 
smith, ' ' 

"Under a spreading chestnut-tree 
The village smithy stands." 



75 

Longfellow is no longer living, but he lies in Mount 
Auburn, His beautiful words and noble thoughts will live 
long in the memory of his countrymen. 

(a) Write a composition on "Longfellow," on "Poetry," 
on "The Village Blacksmith." 



The selections from the writings of 
Longfellow, Lowell, Whittier and Celia 
Thaxtei- aro used by permission of and 
special arrangement with Houghton, 
Mifflin & Co., the authorized publish- 
ers of tliei)' works. 



APR 25 1904 



LIBRARY OF CONGRESS 



021 775 261 9 



